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The United Nations General Assembly recognized the years from 2005 to 2014 as the United Nations Decade of Education for Sustainable Development (DESD). Students perspectives on education for sustainable development and student perceptions on action projects for sustainable development are almost absent from the literature. This thesis presents an analysis of students voices and experiences as a result of Youth Forum 2008 (a forum proposed to support high school students as action leaders in sustainability projects) in three different case locations. The study attempts to understand students challenges with their action projects, examining them in the context of dominant discourses and explores supports that can be put into place to facilitate students navigation toward their goals of completing successful action projects for sustainable development.<p> This qualitative study was composed of a series of focus group recorded conversations with ten high school student participants involved in three different school sites who all attempted to complete action projects for sustainable development. Many themes were identified: time, whether projects were extracurricular or curricular, school community, teacher, teacher education, marks/evaluation, community engagement, youth forum and technology. In the examination and interpretation many attractions and distractions for the student participants were identified. By interpreting the students experiences through the language of the students, a deeper understanding of the dominant discourses of schools and society and how they might limit the students highlights broader ideas about students struggles and triumphs in education and with teaching. In the conclusion, I suggest recommendations and I also suggest further avenues for research.

The United Nations General Assembly recognized the years from 2005 to 2014 as the United Nations Decade of Education for Sustainable Development (DESD). Students perspectives on education for sustainable development and student perceptions on action projects for sustainable development are almost absent from the literature. This thesis presents an analysis of students voices and experiences as a result of Youth Forum 2008 (a forum proposed to support high school students as action leaders in sustainability projects) in three different case locations. The study attempts to understand students challenges with their action projects, examining them in the context of dominant discourses and explores supports that can be put into place to facilitate students navigation toward their goals of completing successful action projects for sustainable development.<p> This qualitative study was composed of a series of focus group recorded conversations with ten high school student participants involved in three different school sites who all attempted to complete action projects for sustainable development. Many themes were identified: time, whether projects were extracurricular or curricular, school community, teacher, teacher education, marks/evaluation, community engagement, youth forum and technology. In the examination and interpretation many attractions and distractions for the student participants were identified. By interpreting the students experiences through the language of the students, a deeper understanding of the dominant discourses of schools and society and how they might limit the students highlights broader ideas about students struggles and triumphs in education and with teaching. In the conclusion, I suggest recommendations and I also suggest further avenues for research.

Freshwater resources play an important role in the integrity of natural ecosystems as well as livelihoods of communities. However, South Africa has limited freshwater resources and many of this country’s inland water streams are polluted as a result of human activities. Various legislations such as the National Water Act (Act No. 36 of 1998) were promulgated in order to address the issue of sustainable management of these resources. In this study, the Driver-Pressure-State-Impact-Response (DPSIR) model was applied to determine water quality challenges and threats in and around the Mapungubwe National Park and Heritage Site (MNPHS). This study area was declared as a heritage site by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is also a national park. Several research objectives were formulated and various methodologies were used to address the research aim. In determining land uses around the study area, site visits, visual inspections, literature reviews as well as the analysis of the national land use data were undertaken. Various land uses that have potential to negatively impact water quality were identified. In order to determine the status of water quality in the study area, water samples were analysed in-situ and in the laboratory. The results obtained showed that water quality was generally compliant with a few exceptions. For example, the concentrations of nitrates, microbes, and few metals such as mercury and beryllium were not complying with water quality guidelines and standards. Finally, in formulating the DPSIR framework for the MNPHS, a participatory approach was used where stakeholders were interviewed by means of a questionnaire. One of the most salient finding of the DPSIR modelling in this study was institutional weaknesses associated with the poor implementation of existing water related laws and regulations. The study also highlighted a few recommendations for further action and research. / Environmental Sciences / M.Sc. (Environmental Management)