EED2601/101/0/2021

Tutorial Letter 101/0/2021

Environmental Education
EED2601

Year module

Department of Science and Technology

Education

This tutorial letter contains important information

about your module.

BARCODE
 EED2601/101

CONTENTS
Page

1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ...................................................................................................... 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 LECTURER(S) AND CONTACT DETAILS ................................................................................... 6
3.1 Lecturer(s) .................................................................................................................................... 6
3.2 Department ................................................................................................................................... 6
You can contact the Department of Science and Technology Education as follows: ................................. 6
Telephone: 012 429 3803/012 429 4594 .................................................................................................. 6
Email: bowenmk1@unisa.ac.za or komapim@unisa.ac.za or mashest@unisa.ac.za ............................... 6
3.3 University ...................................................................................................................................... 6
4 RESOURCES ............................................................................................................................... 6
4.1 Prescribed book(s) ........................................................................................................................ 6
4.2 Recommended book(s) ................................................................................................................. 6
4.3 Electronic reserves (e-reserves) ................................................................................................... 7
https://libguides.unisa.ac.za/request/request ............................................................................................ 7
4.4 Library services and resources ..................................................................................................... 7
5 STUDENT SUPPORT SERVICES ................................................................................................ 7
6 STUDY PLAN ............................................................................................................................... 7
6.1 What does it mean to study fully online? ....................................................................................... 7
6.2 myUnisa tools ............................................................................................................................... 8
7 PRACTICAL WORK ..................................................................................................................... 8
8 ASSESSMENT ............................................................................................................................. 8
8.1 Assessment criteria....................................................................................................................... 8
8.2 Assessment plan........................................................................................................................... 8
8.3 Assignment numbers .................................................................................................................... 9
8.3.1 General assignment numbers ....................................................................................................... 9
8.3.2 Unique assignment numbers......................................................................................................... 9
8.4 Assignment due dates................................................................................................................... 9
8.5 Submission of assignments .......................................................................................................... 9
8.6 The assignments......................................................................................................................... 11
8.7 Other assessment methods ........................................................................................................ 11
8.8 The examination ......................................................................................................................... 11
2
9 FREQUENTLY ASKED QUESTIONS ........................................................................................ 12
10 SOURCES CONSULTED ........................................................................................................... 12
11 IN CLOSING ............................................................................................................................... 12
12 ADDENDUM ............................................................................................................................... 12

3
 EED2601/101

Dear Student

1 INTRODUCTION
Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a transformation
charter based on five pillars and eight dimensions. In response to this charter, we have also
placed curriculum transformation high on the agenda. For your information, curriculum
transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. These pillars and their principles will be
integrated at both the programme and module levels, as a phased-in approach. You will notice
the implementation in your modules, and we encourage you to fully embrace these changes
during your studies at Unisa.

Welcome to Environmental Education (EED2601)

A hearty welcome to this module dealing with Environmental Education (Education for
Sustainbale Development) in formal education.There is growing awareness amongsts citizens
across all sectors of society of the global environmental crises facing us such as climate
change, biodiversity loss, acid mine water drainage, environemntal degradation and many types
of pollution to mention just a few. We believe that the only way to counter this is to expose
educators and learners to such environemntal challenges in an effort to promote positive
attitudes, behaviours and actions towards the environment and to empower them with the the
necessary knowledge and skills to live sustainably. The best place to ensure that this happens
is in the school setting and the people that are in the best position to achieve this are the
educators. It is our aim to prepare you to become an informed and enthusiastic environmental
educator that can inspire children to be aware of the many environmental issues and to do
something about them.

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities. Visit the website for EED2601 on myUnisa frequently. The website for your
module is EED2601.

We wish you every success in your studies!

4
2 PURPOSE AND OUTCOMES
2.1 Purpose
Students who have completed this module successfully will be able to:

i. Discuss the history and origins of Environmental Education (Education for

Sustainable Development) as a movement

ii. Provide a definition of the holistic environment

iii. Define environmental education

iv. Discuss the characteristics of Environmental Education

v. Identify and discuss the key international principles of Environmental Education

vi. Define Sustainable Development and explain the Sustainable Development Goals

vii. Discuss the emergence of the Anthropocene and its implications for sustainability

viii. Discuss the key historical international events in the development of Environmental
Education (Education for Sustainable Development)

2.2 Outcomes
For this module, you will have to master several outcomes:

• Specific outcome 1: Understand key ideas and debate on issues related to

Environmental Education (Education for Sustainable Development)
• Specific outcome 2: Adopt and adapt flexibly a variety of roles and strategies in
response to changing leaner and learning needs and contexts in promoting
Environmental Education (Education for Sustainable Development)
• Specific outcome 3: Identify and justify varied strategies for promoting
Environmental Education (Education for Sustainable Development) in ways that are
appropriate for different purposes and contexts
• Specific outcome 4: Use innovative ways to contribute to the development of
Environmental Education (Education for Sustainable Development) in ways that are
informed by contextual realities, the nature of multicultural schools and classrooms,
historical legacies, social diversity, and the integration of indigenous knowledge

5
 EED2601/101

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)
The Primary Lecturer for this module is: Professor Soul Shava
Department: Science and Technology Education
Telephone: 012 429 4782
Email: shavas@unisa.ac.za

The Secondary Lecturer for this module is: Dr Matlala V. Makokotlela

Department: Science and Technology Education
Telephone: 012 429 4881
Email: Emakokm@unisa.ac.za

3.2 Department
You can contact the Department of Science and Technology Education as follows:
Telephone: 012 429 3803/012 429 4594

Email: bowenmk1@unisa.ac.za or komapim@unisa.ac.za or mashest@unisa.ac.za

3.3 University

To contact the university, follow the instructions in the brochure Study @ Unisa. Remember to
have your student number available whenever you contact Unisa.

When you contact a lecturer, please include your student number to enable him/her to help you
more effectively.

4 RESOURCES
4.1 Prescribed book(s)
None

4.2 Recommended book(s)

Loubser, C.P. 2014, Environmental education and education for sustainability. Some South
African Perspectives. (2nd Edition). Pretoria: Van Schaik Publishers.

Recommended books can be requested online, via the Library catalogue.

6
4.3 Electronic reserves (e-reserves)
E-reserves can be downloaded from the Library catalogue. More information is available at:
https://libguides.unisa.ac.za/request/request
4.4 Library services and resources
The Unisa Library offers a range of information services and resources:
• For detailed Library information, go to https://unisa.ac.za/library
• For research support and services (eg personal librarians and literature search services),
go to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support
• The Library has created numerous Library guides: https://libguides.unisa.ac.za

Recommended guides:

• Request and download recommended material:

https://libguides.unisa.ac.za/request
• Postgraduate information services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using Library resources and tools:
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the Library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
• Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport

You may also send an e-mail to Lib-help@unisa.ac.za (please add your student number in the
subject line).

5 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies
This website has all the tips and information you need to succeed at Unisa.

6 STUDY PLAN
6.1 What does it mean to study fully online?
Studying fully online modules differs completely from studying other modules at Unisa.

• All your study material and learning activities for online modules are designed to be
delivered online via myUnisa.
• All your assignments must be submitted online. This means that you will complete all
your activities and submit all your assignments via myUnisa. In other words, you may NOT
post your assignments to Unisa using the South African Post Office.

7
 EED2601/101

• All communication between you and the university happens online. Your lecturers will
communicate with you via email and SMS, and by using the Announcements, Discussion
Forums and Questions and Answers tools. You can also use all of these ways to ask
questions and contact your lecturers.
6.2 myUnisa tools
We will mainly be using the Lessons tool, which provides the content of, and assessments for,
your module. At times you will be directed to join discussions with your fellow students, and to
complete activities and assessments before continuing with the module.
It is crucial that you log in to myUnisa regularly. We recommend that you do so at least once a
week, to do the following:

• Check for new announcements. You can also set your myLife email account so that you
receive announcement emails on your cell phone.
• Complete the Discussion Forum activities. When you complete the activities for each
learning unit, we want you to share your answers with the other students in your group. You
can read the instructions and even prepare your answers offline, but you will need to go
online to post your messages. To this end we provide a Social Cafe where you can
socialise with other students taking this module.
• Complete other online activities. For certain learning unit activities you may need to post
something on the Blog tool, take a quiz or complete a survey under the Self-Assessment
tool. Do not skip these activities, because they will help you complete the assignments and
activities for the module.
We hope that by giving you extra ways of studying the material and practising all of the
activities, you will succeed in the online module. To get the most out of the online module you
MUST go online regularly, to complete the activities and assignments on time.

7 PRACTICAL WORK
None

8 ASSESSMENT
8.1 Assessment criteria
Your course assessment will comprise of your year mark and the examination mark. It is
compulsory to complete all assessment tasks.
8.2 Assessment plan
The following is a breakdown of the formal assessment activities as they become due during the
year: Your year mark for this module is as follows:

• Weighting of the course: year mark and examination/options

The marks obtained for Assignment 01and 02 count for 20% (5% for Assignment 1 and 15% for
Assignment 2) of your final mark for this module.

8
The examination counts 80% of your final mark for this module. In the examination you should
obtain a minimum of 40% to pass. In other words, if you have a year mark of 90%, but you
obtain less than 40% in the examination, you will not pass. If you do not obtain 40% in the
examination, your year mark will not be taken into consideration. In other words, if you get 38%
in the examination, your final mark will be 38% even though you had a year mark of 100%.

8.3 Assignment numbers

8.3.1 General assignment numbers

Assignment Numbers:

01 (compulsory)

02 (compulsory)

8.3.2 Unique assignment numbers

Assignment Number Unique Number

01 (compulsory) 339869

02 (compulsory) 308798

8.4 Assignment due dates

Assignment Number Submission Deadline Date Percentage Contribution to

Year Mark

01 (compulsory) 30 May 2021 Constitutes 25% of your year

mark

02 (compulsory) 31 August 2021 Constitutes 75% of your year

mark

Important Note: The assignments for this module are included in Appendix 1 of this
tutorial letter.

8.5 Submission of assignments

8.5.1 Extension of submission of assignments

There is no extension on the submission of assignments. It will take you quite a while to
complete your assignments. Therefore, you should start on them in good time. The main part of
the exam paper is based on your assignments. You will undoubtedly benefit from spending time
on your assignments. Please note that the examination will be based on both assignments, the
study guide as well as the prescribed book.

9
 EED2601/101

8.5.2 Instruction for submitting assignments

Assignments for this module are provided in Appendix 1. You may submit written assignments
and assignments done on mark-reading sheets either by post or electronically via myUnisa.
Assignments may NOT be submitted by fax or e-mail. Please remember to allocate exactly the
same number (that is Assignment 01 and 02) to an assignment as the one provided in the
tutorial letter. For example, even if Assignment 02 is the first assignment that you submit for the
year, you must still number it 02 and not 01.

To submit an assignment via myUnisa:

• Go to myUnisa

• Log in with your student number and password

• Select the module

• Click on "Assignments" in the left-hand menu

• Click on the assignment number you want to submit

• Follow the instructions on the screen

8.5.3 Plagiarism
It is unethical (and unacceptable) to hand in assignments that are not your own work, and
whenever the University becomes aware of such malpractices it will take stern measures
against the student concerned. Although students may work together when preparing
assignments, each student must write and submit his or her own individual assignment.

PLEASE NOTE: When the Assignments Section at Unisa receives your assignment it is
recorded on the assignment system and an SMS is sent automatically to the cellphone number
you provided at registration. If you do not receive an SMS you must contact the Assignment
Section immediately to determine what happened to your assignment. Please do not contact the
lecturer in this regard.

10
8.6 The assignments
Assignments are an essential component of the learning material for this module. As you do the
assignment, study the reading texts, consult other resources, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning. Looking at the
assessment criteria given for each assignment will help you to understand what is required of
you more clearly.

Feedback on the assignments will be provided in different ways. You will receive the correct
answers automatically for multiple-choice questions. For written assignments, markers will
comment constructively on your work. As soon as you have received the feedback, please
check your answers. The assignments and the feedback on these assignments constitute an
important part of your learning and should help you to be better prepared for the next
assignment and the examination.

8.7 Other assessment methods

Besides the assignments, the end of examination will comprise the summative assessment for
the course. You are also advised to do the self-assessment activities in you study guide in
preparation for the assignments and examinations.

8.8 The examination

Please study the Study @ Unisa brochure for general examination guidelines and examination
preparation guidelines (Tutorial Letter 201).

8.8.1 Examination admission and the format of the paper

In order to prepare for the examination you should submit all the assignments. You will,
however, be admitted to sit for the examination by completing and submitting Assignment 01 on
or before the due date.

The duration of the examination paper is two hours and the mark allocation is 100 marks. For
the examinations you have to study the prescribed book, the study guide, tutorial letters and the
assignments. You will receive a tutorial letter that will explain the format of the paper and set out
clearly what material you have to study for examination purposes

8.8.2 Examination period

This module is a year module. This means that students enrolled for this module will write the
examination in October/November 2021. During the year you will receive information regarding
the examination in general, examination dates, times and venues.
11
 EED2601/101

9 FREQUENTLY ASKED QUESTIONS

Question: Can I get an extension for submitting my assignment?
Answer: Assignment submissions are compulsory. No extension is provided for submission of
assignments. Adhere to the assignment submission deadline.

Question: Can I skip submitting assignments

Answer: All assignments contribute to your year mark as indicated above. Failure to submit
your Assignment 1 will result in no admission to the examination.

Question: Can I skip writing my exam?

Answer: Exam dates are to be strictly adhered to.

10 SOURCES CONSULTED
See sources in Study Guide

11 IN CLOSING
Enjoy the journey!

Do not hesitate to contact us via email if you are experiencing problems with the content of this
tutorial letter or with any academic aspect of the module.

We wish you a fascinating and satisfying journey through the learning material and trust that
you will complete the module successfully.

Prof. S Shava and Dr. MV Makokotlela – lecturers for EED2601

DEPARTMENT OF SCIENCE AND TECNOLOGY EDUCATION

12 ADDENDUM
N/A

12
APPENDIX 1: COMPULSORY ASSIGNMENTS

COMPULSORY ASSIGNMENTS
Assignment 01
Use a mark-reading sheet to answer this assignment

ASSIGNMENT 01 (20 MARKS)

Unique number: 339869
Due date: 30 May 2021
This assignment contributes 5%
towards your year mark.
If you do not submit this assignment
on time you will unfortunately not be
allowed to write the examination.

1. Which aspects best describe a holistic environment?

1. Houses, people, jobs, money
2. Knowledge, culture, language, people
3. Buildings, properties, farms, shops
4. Rivers, parks, dams, seas
5. Biophysical, social, political, economic

2. Which of the following statements is false? We teach Environmental Education

because…

1. the education department has indicated so in the principles of the National

Curriculum Statement.
2. it is enshrined in the South African Constitution
3. of the many environmental issues and risks
4. there is international pressure to do so

3. Which of the following is not a characteristic of environmental education?

1. It should include environmental concepts such as biodiversity, carrying capacity and
sustainability
2. It should employ hands-on experiences
3. It should please all sectors of society
4. It must be life-long learning.

13
 EED2601/101

4. Which international environmental conference was held in South Africa?

1. The United Nations Conference on Environment and Development
2. The United Nations Millennium Summit
3. The Education for a Sustainable Future Conference

4. The World Summit on Sustainable Development

5. What kind of learner prefers to learn through sight?

1. Auditory learner
2. Tactile learner
3. Visual learner

4. Critical learner

6. Which of the following correctly represents the learning contexts that

environmental education take places in?

1. urban, suburban, country

2. formal, non-formal and informal
3. Botswana, South Africa, Zimbabwe
4. forest, desert, savannah

7. Which of the following represents the pillar model of sustainability?

1.

2.

14
 3.

4.

8. Which of the following is not an alien invasive plant?

1. Baobab
2. Prickly pear cactus
3. Wattle
4. Gum tree

9. Which of the following is not 21st century skill for education for sustainability?

1. Systems thinking
2. Socialising on social media
3. Integrated problem-solving
4. Civil and digital citizenship

10. In which summit did richer countries commit themselves, for instance, to
halving the number of people without clean drinking water or sanitation?

1. Rio Earth Summit

2. World Summit on Sustainable Development (WSSD)
3. Belgrade Summit
4. Earth summit +5

11. Environmental education can be integrated in…

1. Social sciences only
2. Natural sciences only
3. Geography only
4. All subjects

15
 EED2601/101

12. Which of the following best defines the emphasis of environmental education?
1. Education about plants, animals, parks, birds, reptiles, rivers, wetlands, and seas
2. Education about environmental knowledge, skills, values, attitudes, behaviour,
decision making and action
3. Education about people, economics, politics, houses, consumers, properties,
jobs and money
4. Education about society, community, culture, language, race, ethnicity, rights,
and religion

13. At which one of the following conferences was Agenda 21 presented?

1. Belgrade Conference
2. Tbilisi Conference
3. Rio de Janeiro Earth Summit
4. Johannesburg Earth Summit

14. Which of the following statements refers to biodiversity?

1. soil and water
2. plants and animals
3. air and sky
4. buildings and cars

15. At which one of the following conferences was climate change first discussed?
1. Tbilisi Conference
2. Belgrade Conference
3. Johannesburg Earth Summit

4. Rio de Janeiro Earth Summit

16. Which one of the following is the gradual increase of the average air
temperature in the earth's lower atmosphere?
1. Greenhouse effect
2. Global effect
3. Globalisation
4. Global warming

16
17. Which statement best defines sustainable development?

1. Development that promotes continuous economic growth at the expense of the

environment
2. Development that conserves biodiversity at the expense of human wellbeing
3. Development that meets the needs of the present generation and without
consideration of the future generations
4. Development that meets the needs of the present generation without
compromising the needs of future generations

18. Which of the following is a social indicator of sustainability?

1. Distribution of household and personal income
2. Levels of education, including literacy and numeracy
3. Water pollution and air pollution

4. Area of land degraded and polluted

19. Which perspective of sustainable development is of the view that promotes

unlimited economic development through continued exploitation of nature and
that human demands on nature’s resources should not change?
1. Weak sustainability
2. Moderate sustainability
3. Strong sustainability

4. None of the above

20. What was the focus of the Sustainable Development Goals?

1. To promote prosperity while protecting the planet
2. Meeting the needs of the poorest
3. Promoting unlimited economic growth

4. Achieving the 4th Industrial Revolution

17
 EED2601/101

Assignment 02

ASSIGNMENT 02 (100 MARKS)

Unique number: 308798
Due date: 31 August 2021
This assignment is compulsory and
contributes 15% to your final mark for this
module.

1. The IUCN defines environmental education as follows:

Environmental education is a process during which values are discovered and
concepts are explained in order to develop skills and attitudes pertaining to an
appreciation of the relationship between man, his culture and his biophysical
environment. Environmental education also includes the practice of decision making
and the formulation of a personal code of conduct on matters affecting the quality of
the environment.

1.1 Discuss why the above definition is considered to have a behavioural emphasis. [5]
1.2 Identify two Tbilisi Principles that relate to this definition and explain how they can
be used to promote behavioural change. [10]

2. Define the Anthropocene [5] and discuss five key global environmental issues
and challenges that have emerged in this era [10]
3. Discuss how you can apply five Tbilisi principles of environmental education in
teaching an environmental education topic of your choice. [10]

Assessment guide: Your chosen topic has to be an environmental issue that environmental
education will be responding to. You need to list the five principles and for each principle
explain how you will fully incorporate it into the chosen topic. Use the following framework
for your answer:

Environmental topic:
Tbilisi principle Application of the principle to the topic
1.

2.

3.

4.

5.

18
4. Education for Sustainable Development (ESD) is a very prominent concept in the 21st
Century. Answer the following questions regard ESD:
4.1 Define the term sustainable development [1]
4.2 List three dimensions of sustainability [3]
4.3 State two ecological indicators of sustainability [2]

4.4 State two social indicators of sustainability [2]

4.5 State two spiritual indicators of sustainability [2]

5. Discuss learning in Environmental Education processes under the following

headings:
5.1 Different learner needs [3]
5.2 Diversity of contexts in which Environmental Education can take place [3]
5.3 Guiding criteria for choosing Environmental Education methods [4]

6. Select five 21st Century Sustainability Competences and explain how each one can
be applied to teach in environmental education for a chosen topic in your subject
discipline [20]

Topic:

21st Century Competence Application in teaching environmental education

1.

2.

3.

4.

5.

19
 EED2601/101

7. Read the report on the environmental issue given below and answer the questions that
follow:
Bitter life of chocolate's child slaves (Extract)
Carmel Egan
November 4, 2007

CHOCOLATE: it's the most popular treat used as a reward for our kids, but what most
Australians don't realise is that every time they indulge their children with a chocolate snack,
they could be unwittingly supporting the enslavement of thousands of abused children in
West Africa.
The world's largest cocoa producers — the Ivory Coast and Ghana — have been found
guilty by the United Nations and US Congress of exporting cocoa made by trafficked and
enslaved children. It is estimated more than 100,000 children work in the Ivory Coast's
cocoa industry under "the worst forms of child labor," and that about 10,000 are slaves. As
the Ivory Coast produces 43 per cent of the world's cocoa, it is likely almost half the
chocolate products sold in Australia could be linked to child slavery.
In the last financial year, Victorian [Australia] chocolate manufacturers alone imported 3
million kilograms of Ivory Coast cocoa paste. The Confectionary Manufacturers Association
— of which Nestle, Cadbury Schweppes and Mars Confectionery are members — cannot
confirm if chocolate sold here has passed through the hands of child slaves. But they can
offer no guarantees that the chocolate coating Australia's three biggest-selling bars —
Cherry Ripe, Kit Kat and Mars — does not contain slave-tainted cocoa. Association
spokesman David Greenwood said it was notoriously difficult to identify children held as
slaves or bonded workers because most plantations were family businesses in which
children have traditionally laboured alongside their parents. Adding to the confusion were
large numbers of children moving to the Ivory Coast to escape the desperate poverty in
neighbouring Mali, he said.
But the Salvation Army's anti-slavery co-ordinator, social justice director Captain Danielle
Strickland, says this approach is not good enough. She believes manufacturers have a
responsibility to urgently find out who produces their cocoa. "Given that Cote d'Ivoire (Ivory
Coast) produces 43 per cent of the world's cocoa you could say there is a 43 per cent
chance your favourite chocolate bar has some beans produced by child slaves," she said.
"There is no doubt the issue is complex, but if you are producing something you have a
responsibility to find out what you are buying."
The Australian Fair Trade Association and welfare organisations such as Oxfam and World
Vision also want Australian chocolate lovers to start thinking about the suffering behind the
indulgent treat. Australians are the world's fourth highest consumers of chocolate, gobbling
down an average 10 Easter eggs and between nine and 11 kilograms of chocolate per
person a year. But in the Ivory Coast, farmers earn less for a kilo of cocoa beans than we
pay for a Snickers bar.
"Chocolate is the perfect case study for urban awareness of our connection to food
producers," said Anne Lanyon, co-ordinator of the Columban Centre for Peace, Ecology and
Justice, which promotes consumer awareness to schoolchildren. "It is our responsibility to be
aware."

20
Australian Bureau of Statistics and Customs documents confirm that Australians are among
the world's biggest consumers of Ivory Coast and Ghanaian-based chocolate directly
imported as cocoa beans, paste, powder, butter and liquor. Additional millions of dollars
worth of Ivory Coast, Ghanaian, other West African, Malaysian and Indonesian cocoa is
imported via Singapore, the cocoa processing hub of South-East Asia.

International chocolate manufacturers have pledged to introduce a form of approved labour

certification for cocoa farmers from mid-2008.
The Ivory Coast Government has pledged to reform its cocoa sector before the end of March
2008 and last month froze the bank account of the Coffee and Cocoa Farmers' Development
Fund, citing corruption and embezzlement of money meant for growers.
Source:
http://www.theage.com.au/articles/2007/11/03/1193619205911.html?page=fullpage#content
Swap1

Questions:
7.1 What is the agricultural product that is at the heart of the issue discussed above? [1]
7.2 Where and how is it produced? [2]
7.3 From the passage identify two issues for each of the following environmental
dimensions:
7.3.1 Social [2]
7.3.2 Political [2]
7.3.3 Economic [2]
7.4 What has been the effect in the Ghana and Ivory Coast of using child labour in
cocoa production on the children? [2]
7.5 What is the environmental responsibility of chocolate producers? [2]
7.6 What is the environmental responsibility of chocolate consumers? [2]

8. Provide a summary of ten international events that influenced the development of

Environmental Education and Education for Sustainable Development. [20]
Assessment guide: Be very specific in your answer, for instance by referring to
conferences, conventions, commissions, and summits, the year they occurred and
what each contributed.

[Total: 100]

21