Die voorbestaan van die mensdom is nou verweef met die toestand waarin die omgewing verkeer. Menslike aktiwiteite het 'n groot impak op die omgewing, terwyl die omgewing weer die mens se lewensgehalte bepaal. Hierdie studie is dan daarop gemik om deur omgewingsopvoeding, die mens te lei tot omgewingsgesonde gedrag met die oog op volhoubare ontwikkeling. Ten einde hierin te slaag, word die verskillende omgewingsprobleme en die redes daarvoor eers uitgeklaar. Daarna word die faktore wat tot omgewingsagteruitgang kan lei, ondersoek. Hieruit blyk duidelik <lat die wereld en die RSA, in die toekoms digter bevolk, meer besoedel, ekologies minder stabiel en daarom meer gevoelig vir natuurrampe gaan word. Soos uit die proefskrif sal blyk kan omgewingsopvoeding 'n positiewe bydrae tot bierdie omgewingsprobleme lewer. Om daarby uit te kom word daar dus eers 'n kort bistoriese oorsig van omgewingsopvoeding gegee. Die rol en bydrae wat enkele internasionale organisasies tot omgewingsbewustheid gelewer het, word ondersoek. Daar word 'n oorsig gegee van verwikkelinge in die RSA en die invloed van die Aardeberaad op omgewingsopvoeding in die RSA, word ontleed. Ten einde outentieke omgewingsopvoeding te vergestalt word aanvaar <lat die mens met sy geboorte in 'n wereld gewerp word waaraan hy slegs met sy dood kan ontsnap. In hierdie gesitueerdheid in die wereld as leefnrimte, moet hy sin aan sy bestaan gee, terwyl hy ook 'n poging moet aanwend om die omgewing te verbeter, as voorsorg vir die oorlewing van toekomstige geslagte. Met inagneming van die opvoedings- en omgewingsrelasie waarin die mens tot sy omgewing staan, word die essensiele kenmerke van omgewingsopvoeding blootgele, ten einde moontlikheidsvoorwaardes te stel vir outentieke omgewingsopvoeding. Besondere Idem word gele op omgewingsgedrag wat volhoubaarheid nastreef. Dit alles kulmineer in omgewingsgesonde gedrag wat as oorkoepelende doelstelling vir omgewingsopvoeding gestel word. Omdat die mens se gedrag teenoor die omgewing bepaal word deur sy omgewingsetiek, word drie verskillende benaderings tot omgewingsetiek onderskei. Klem word gele op die noodsaak van omgewingsgeletterdheid. Ten einde die mens se optrede teenoor die omgewing te probeer verstaan, word drie omgewingsgedragstyle ontleed. Twee wetenskaplike aardgenese-hipoteses word beskryf vir verdere duidelikheid oor omgewingsgedrag. Aan die einde van die studie, word enkele beginsels gestel wat kan lei tot die ontwikkeling van omgewingsgesonde gedrag met die oog op volhoubare voortbestaan. / Mankind's survival is interwoven with the state of the environment. Human activities have a great impact on the environment, while the environment, again, determines the quality of man's life. This study aims to aid mankind, through environmental education, to environmentally sound behaviour with an eye on sustainable development. To attain this, the different environmental problems and their causes, are sorted out first. Then the factors that can lead to environmental degradation are investigated. From this it is quite clear that in the future, the world and the RSA will be more densely populated, become more polluted, be ecologically less stable and will therefore be more sensitive to natural disasters. Because environmental education can make a positive contribution to this, a short historical survey of environmental education is given. The role and contribution of some international organisations is investigated. Developments in the RSA are surveyed and the influence of the Earth Summit on environmental education in the RSA is analysed. At birth, mankind is thrown into a world from where he can escape only at death. In this world in which he has to stay, he must give meaning to his existence, while also trying to improve the environment to guarantee the survival of coming generations. Bearing in mind the educational and environmental relationship between any human being and his environment, the essential characteristics of environmental education are exposed in order to set possible conditions for authentic environmental education. Special emphasis is placed on environmental behaviour aimed at sustainablility. All this culminates in environmentally sound behaviour that acts as the overall aim for environmental education. Because man's environmental ethic determines his behaviour towards the environment, three different approaches to environmental ethics are distinguished. Emphasis is placed on the necessity for environmental literacy. In order to try to understand man's behaviour towards the environment, three styles of environmental behaviour are analysed. For further clarification of environmental behaviour, two scientific earth genesis hipotheses are also described. In conclusion, this study leads to certain principles that can lead to the development of environmentally sound behaviour aimed at the sustainable survival of mankind. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD). In-depth interviews with 14 professors from different disciplines were conducted. The participants taught at Miami Dade College, Florida, a Talloires Declaration signatory since 2006, and all had attended Green Studies professional development workshops. Written documents such as assignments and samples of student work were used for triangulation. The annual report of the college’s Earth Ethics Institute and its Web site served as additional sources. The interviews were recorded, transcribed, and analyzed for common themes. The Talloires Declaration’s 10-point action plan and the key characteristics of ESD (UN DESD, 2006) served as the conceptual framework. The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors’ conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD related teaching and learning. They regarded ESD as compatible with their subjects, and most had already been infusing sustainability into their courses or planned to do so. Additionally, the participants’ teaching practices reflected many of the characteristics of ESD. Even though the professors considered ESD challenging, they believed that they could make contributions to the college’s effort. The metaphor of “Planting a Seed” was frequently used to describe this holistic approach. The study also found that many professors regarded interpersonal relationships and communication significant factors for the advancement of ESD. The participants described several challenges to integrating ESD at their college. These related to time constraints, density of curriculum, institutional size and fragmentation, dearth of administrative support and incentives, students’ lack of academic preparation and sustainability awareness, students’ inability to focus on ESD because of personal, social, or economic circumstances, and professors’ frustration about a divisive atmosphere as a result of their engagement with sustainability. Despite these obstacles, the professors believed that ESD could be successfully woven into the community college experience.

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)

Abstracts in English, Sotho and Shona / Environmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour. / Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya tsheketšo. / Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala. Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo zwikoloni. Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana vhadededzi vhararu na vhagudiswa vha fumalo. Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu. Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa vhahone. Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi dza u londota mupo na vhudifari. Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe. Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi kha mufhe. / Educational Studies / M. Ed. (Environmental Education)

The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum. / Educational Studies / M.Ed.(Environmental Education)

Despite the fact that the Bible as the inspired Word of God deals primarily with the relationship between God and humankind and the way to salvation and eternal life, the Bible also presents tenets that entreat the protection of the natural and biophysical world. Consequently, since the environment is a foremost aspect of God’s creation it is appropriate to establish the Biblical perspective on creation as a whole and Christians’ subsequent position and duty to creation. Humankind has been ecologically irresponsible. Greed, inadequate knowledge and negligence have led to exploitation, degradation, and disregard for the natural environment. Unfortunately, there appears to be a “deep silence” within the Christian Church worldwide as well as in South Africa on believers’ role and duty towards the natural created environment. The premise underpinning this thesis is that God’s redemptive care applies not only to people, but also to the whole of creation and that believers have a Biblical mandate to care for the natural environment and afford it its concomitant value. The Bible provides believers with directives regarding environmental care summarised in God’s requirement for man to “work [the earth] and take care of it” (Gen. 2: 15). The anticipated outcomes of this research were to establish the status of Environmental Stewardship as a dimension Christian Stewardship and the level of Environmental Literacy provided for in the curricula of theological seminaries of the Uniting Reformed Church in Southern Africa. The study further attempted to determine the level of understanding and stance of ministers, lecturers, elders and students towards these issues. Believers have a duty of care in relation to God’s creation in totality – both humanity and the natural environment. There is a great need for Christian discussion on and improvement in the appropriate use and protection of the environment. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This diploma thesis deals with the environmental education of young people and it highlights its importance for the transfer towards the sustainable society. It emphasizes the need to get into the core of the problem, which is the emotional alienation of present-day people from the nature and environment. In the theoretical part it proves the existence of many various attitudes towards the world and the possibility of environmental education to bring students to those less self-centred and more considerate. It then presents the basis of environmental education, its development and mainly its trends reflecting today's need to focus on environmental sensitivity and personal responsibility of each individual. It shows that both areas are possible to cultivate in lessons of civics and social sciences, which provide significant space for the integration of environmental education. These subjects stress the need to educate students in the way which would help them to acquire skills of both responsible citizens of the society and considerate inhabitants of this beautiful planet. The practical part therefore suggests concrete ways for integration of environmental education into the subjects of civics and social sciences which would lead students towards sustainable living in the society and in the whole of...

The aim of this project was to develop curriculum that educators could use to assist high school students (ages 14-17 years) in the Inland Empire of Southern California to apply critical thinking skills to understanding the negative effects of uncontrolled urban sprawl. The problems and issues which result from sprawl are emphasized in the learning activites.

The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum. / Educational Studies / M.Ed.(Environmental Education)

Despite the fact that the Bible as the inspired Word of God deals primarily with the relationship between God and humankind and the way to salvation and eternal life, the Bible also presents tenets that entreat the protection of the natural and biophysical world. Consequently, since the environment is a foremost aspect of God’s creation it is appropriate to establish the Biblical perspective on creation as a whole and Christians’ subsequent position and duty to creation. Humankind has been ecologically irresponsible. Greed, inadequate knowledge and negligence have led to exploitation, degradation, and disregard for the natural environment. Unfortunately, there appears to be a “deep silence” within the Christian Church worldwide as well as in South Africa on believers’ role and duty towards the natural created environment. The premise underpinning this thesis is that God’s redemptive care applies not only to people, but also to the whole of creation and that believers have a Biblical mandate to care for the natural environment and afford it its concomitant value. The Bible provides believers with directives regarding environmental care summarised in God’s requirement for man to “work [the earth] and take care of it” (Gen. 2: 15). The anticipated outcomes of this research were to establish the status of Environmental Stewardship as a dimension Christian Stewardship and the level of Environmental Literacy provided for in the curricula of theological seminaries of the Uniting Reformed Church in Southern Africa. The study further attempted to determine the level of understanding and stance of ministers, lecturers, elders and students towards these issues. Believers have a duty of care in relation to God’s creation in totality – both humanity and the natural environment. There is a great need for Christian discussion on and improvement in the appropriate use and protection of the environment. / Curriculum and Instructional Studies / D. Ed. (Didactics)