The Namibian curriculum is premised on the view that there is a need for a holistic development and
preparation of learners for a knowledge-based society. The draft National Environmental Education
policy, the basic education policy and curriculum development processes in Namibia devolved the
power and responsibility to implement environmental learning practice to schools.
This research focus on the extent to which schools coordinate environmental education (EE)
activities, educators’ perception of their environment, knowledge of EE processes, assessment
approaches, the out-door activities, learning support materials, community involvement and EE
school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place,
stakeholders should work actively and establish local supportive structures for EE in Schools”.
Educators are expected to deal with practical issues which create opportunities for learners to develop
environmentally responsive knowledge, skills and attitudes.
The research design is a mixed methods research approach, which includes aspects of the quantitative
and qualitative approach. The methodology involved data collection methods such as interviews with
educators and a local EE officer, focus group discussions with learners and a self-assessment
questionnaire for educators. The data was then analysed and interpreted in relation to a set of
theoretical perspectives.
The research concluded that educators have knowledge of factual information about environmental
learning topics such as population, biodiversity and environmental degradation. Educators have the
comprehension of indigenous knowledge and continuously assess learners. Educators however,
seldom communicated the way people’s cultural activities affect the environment and did not value
cultural practice and indigenous knowledge. Many educators did not use the local environments to do
practical activities with learners. Schools did not have EE school policy, rarely practised outdoor
activities and local communities are not involved school EE activities. Learners are knowledgeable of
their local environmental issues. Based on the finding of the research I came up with a list of
recommendations to guide the process of implementation of environmental learning at schools. / (M. Ed. (Environmental Education))
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/5436 |
| Date | 06 1900 |
| Creators | Simalumba, Patrick Mwilima |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xi, 184 leaves) |
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