D.Ed. / The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.

M.Ed. / The Revised National Curriculum Statement (RNCS) aims to develop the full potential of each learner as a citizen of a democratic South Africa. It seeks to create a lifelong learner who is confident and independent, literate, numerate, and multi-skilled, compassionate, with a respect for the environment and the ability to participate in a society as a critical and active citizen (DoE, 2002:08). The aim of this study was to investigate educators’ views concerning the implementation of environmental education in the RNCS. It also seeks to identify difficulties/challenges, which they experience in implementing Environmental Education (EE) in line with the RNCS. The data was collected using qualitative techniques of lesson observations and focus groups interviews and the study was conducted in Mpumalanga province, Gert Sibande Region, with four schools in four different circuits. The findings indicate that most educators are happy about the new curriculum and the environment as an integral approach in the RNCS, but that they still need to learn more about dealing with the EE in the curriculum. It was found that educators are eager to learn, hence the majority indicated that they still need more workshops on environmental learning and RNCS. Based on the findings of this research, it is recommended that curriculum implementers and subject advisors take the leading role in ensuring that EE is well implemented in the RNCS. The main findings are that teachers are happy with EE in the RNCS, but that there is a need for support programmes for the RNCS and for the implementation of EE in the RNCS. / Prof. H.G. van Rooyen

Bibliography: pages 196-203. / The need to establish teaching techniques for Environmental Education in the South African secondary school context was perceived. The simulation method was identified as one such technique which became the focus of this study, because it was believed by the researcher to be compatible with the aims and objectives of Environmental Education. A simulation activity aimed at Standard 9 pupils was devised (based on a particular environmental issue i.e. nuclear vs coal-powered electricity generation). To demonstrate that this activity could affect pupils' environmental knowledge, concepts, attitudes and behavioural intentions, a series of 3 questionnaires was designed to capture the results of the simulation activity. A pilot test was conducted using both the simulation activity and the questionnaires. The results of the pilot test were then analysed after which appropriate changes were made, particularly concerning ambiguity and design problems in the questionnaires. The revised simulation activity and questionnaires were then implemented in 8 Cape Education Department English-speaking secondary schools with a sample population of some 206 pupils. Results analysed from the 3 questionnaires indicated that statistically significant changes had occurred among the pupils. This confirmed that the simulation activity could be utilised as a means of teaching various aspects of environmental education. However, the research also showed that the simulation activity is a teaching technique which needs to be used in conjunction with other supportive methodologies.

Bibliography: leaves 168-177. / The study is placed in the context of the development of Environmental Education and the integral role of fieldwork in fulfilling its objectives. The requirements of teachers regarding the use of natural areas for environmental/ecological fieldwork were investigated by means of two surveys which used open-ended questions and numerical rating scales. An exploratory postal survey of school principals was used to investigate the current use of natural areas by schools and the relative importance of constraints upon fieldwork. It was found that, while most White schools made some formal use of natural areas, fewer Asian and Coloured schools did so, and fieldwork amongst Black schools was almost non-existent. Extra curricular fieldwork was primarily a phenomenon in White schools. Constraints varied in importance between schools in different education departments but overall a lack of teacher training in fieldwork was the major constraint. Interviews with a sample of teachers who had used natural areas provided detailed information on their environmental/ecological fieldwork requirements. Three hypotheses relating to factors influencing teacher choice of fieldwork sites were tested. In this regard it was found that certain intrinsic characteristics of natural areas, and the availability of teaching resources (including site-specific training and educational field officers) were important influences. Increasing transport costs, while often a secondary consideration, may increase the future demand for local fieldwork sites. The specific characteristics and facilities required of natural areas were investigated in detail. The study concluded that the Durban Metropolitan Open Space System has considerable potential to meet the environmental fieldwork requirements of schools. Towards this end a set of criteria for selecting appropriate natural areas, and a list of priorities for developing them, were established.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters of Science Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014 / The main purpose of this study was to investigate the implementation of environmental education in schools in the senior phase across the curriculum in the Ubombo circuit. The study targeted Senior Phase educators in General Education and Training because it is the last band in the senior phase where environmental education should be implemented. The study used mixed approach, a combination of both qualitative and quantitative methods. Sampling of participants was random, owing to the vastness of the circuit and schools are far from each other. The first research instruments were administered to Senior Phase educators and subject advisors to solicit their understanding of environmental education and its implementation across the curriculum in the Senior Phase. The second instruments were interview and observation, the main purpose was to collect information from environmental officers and school governing body members about their role and understanding of environmental education as well as its implementation in schools. The research results showed that environmental education was not formally implemented across the curriculum in schools in the senior phase. The research findings and existing literature shows that there are different challenges regarding the implementation of environmental education across the curriculum in schools. These challenges cut across the geographical divide. They include shortages of policy guidelines, resources, inadequate workshops, changing curriculum, attitude of educators towards the implementation of environmental education and shortage of specialist environmental educators. The research findings further revealed that educators lack content knowledge about environmental education. The general understanding is that environmental education is about plants and animals. Even district managers, circuit managers and ward managers did not understand all the dynamics of environmental education. Ezemvelo KZN Wildlife and other non-governmental environmental organisations are still conducting workshops on environmental education for schools.

This paper explores the influence of Greenpop's “Fynbos for the Future” Environmental Education (EE) programme on learner's knowledge, attitudes and behaviours towards the environment. Although there is vast research on environmental importance and EE programmes specifically, there is very little within the context of South African learners from lower socio-economic areas. Therefore, programme characteristics associated with the most beneficial personal and environmental outcomes are investigated. This study utilised mixed methods and various measures to explore the effect of EE on learners between the ages of 9 and 13, from three schools in the Western Cape. The primary conclusions of the study were that environmental education programmes within this context elicit promising results, such as increased positive attitudes towards and greater awareness of the importance of the environment. However, to facilitate this result, various factors needed to be considered, including consistency, contexts and traditional knowledge systems. This paper further examined the complexity of EE and how various organisations can help play a role in shaping environmental futures - in South Africa and globally. Various recommendations are discussed, some of which include ensuring a greater emphasis on understanding environmental literacy and understandings within specific contexts, as well as putting a greater emphasis on the importance of the influence of teachers on the outcomes. Ultimately, EE programmes play an invaluable role in shaping the future of environmental sustainability and human well-being.

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The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)