Name: Phakamile Abel koko

Student Number: 57802319

Module: Environmental Educaton
Assignment: Assignment 2 Semester 2
Unique Number: 839149
 1. The IUCN defiee einviroimeital educatoi ae followe:

Einviroimeital educatoi is a process during which values are discovered and concepts are explained in
order to develop skills and attudes pertaining to an appreciaton of the relatonship between man, his
culture and his biophysical environment. Environmental educaton also includes the practce of decision
making and the formulaton of a personal code of conduct on maters aaectng the quality of the
environment.

1.1 Discuss why the above defniton is considered to have a behavioral emphasis.

1. It must be inter-, trans- and mult-disciplinary: it should be taught across all subject disciplines
2. It should be mult-level: it should be taught at all grade levels from preschool through high
school and beyond.
3. It must be taught across all sectors of society – environmental educaton involves formal,
informal and non-formal educaton process.
4. It should include global views: it involves the development of a holistc global environmental
ethic.
5. It should include environmental concepts: such as biodiversity, limitng factors, carrying
capacity, sustainability.
6. It involves process development: environmental educaton processes include the development
of cognitve (environmental knowledge), aaectve (pro-environmental attude), behavior,
environmental problem solving skills, decision making and acton.
7. Involves values clarifcaton: it should involve the exploraton of personal assumptons, values
and feelings towards self and society as well as the relatonship of self and society to the natural
world.
8. Problem solving – environmental educaton involves helping learners to developing relevant
thinking processes for eaectve resoluton of complex environmental problems.
9. It should employ hands-on experiences and actvites: environmental educaton requires the
utlizaton of real life situatons where learning is explored through real life experiences and
actvites which foster a deep respect and love for the natural world.
10. It is environmental issue oriented: it entails the use of local environmental issues, as well as case
studies, role play, simulaton and games which provide opportunites to engage in, examine and
partcipate in the complexites of decision-making, development of personal and alternatve
environmental values and experiencing of the actual functon of natural and human-made
systems.
1.2 PRINCIPLE TWO – be a contnuous lifelong process, beginning at the preschool level and
contnuing through all formal and non-formal stages environmental educaton should follow
and interdisciplinary approach. In a lesson an integrated approach should be followed and
examples of some of the learning areas are: intellectual and perceptual development (enquire,
problem
1 solving and make decisions)

PRINCIPLE THREE – be interdisciplinary in its approach, drawing on the specifc content of each
discipline in making possible a holistc and balanced perspectve environmental educaton should
sensitze learners to the environment, teach knowledge and skills, and clarify values.
2. Defie the nithroooceie [5e] aid dviecuee the keyc gloaal einviroimeital vieeuee aid challeigee that
hane emerged vii thvie era [10].

The nithroooceie defnes an era win which humankind has become a geological force, the Age of
Humans, with impacts of global proportons. Since the beginning of the 17th century, humankind has
altered the Earth’ systems at geological scale. The key drivers are human populaton growth, economic
growth, war, polluton and environmental degradaton. The eaects of the Anthropocene include such
global environmental crises as biodiversity loss, introducton and spread of alien invasive species, and
species extnctonn environmental degradaton, deforestaton and desertfcatonn water, air and land
pollutonn health hazardsn climate change

1.1. BIODIVERSITY. More than 1.4 million diaerent species have been discovered on planet earth. SA
has the third highest level on diversity in the world. Many species are disappearing as a result of
*loss of habitat *polluton of soil, water and air * industrial agriculture plus forestry * alien
species * wildlife trade * poaching + huntng * government policies (encouraging urban
development + agriculture) All living things depend on each other

1.2. WnSTE, LITTERING olue RECYCLING. We live in a throw-away society. 3 kinds of waste *
biodegrable (2 weeks to 5 months) *combustble – plastc plus rubber (10 – 30 years when
exposed to the sun) * noncombustble – metal (80 – 100 years) More than 90% of all rubbish is
disposed on land. Only 30% of waste is recycled. Landflls take very long to decompose because
of no exposure to the sun or air. Recycling is a beter opton but is a difcult process.

1.3. GREENHOUSE EFFECT olue GLOBnL WnRMING. Carbon dioxide, methane, CFCs, ozone and
nitrous oxide all contribute. It is unknown exactly how the greenhouse eaect could change our
lives because it is difcult to do conclusive study. A doubling of C02 could result in the
temperature rising between 1 and 5 degrees. Clouds [automatc feedback to counteract eaects
of C02) and oceans [full of C02] are known to infuence the GHE but it is difcult to factor into
the global circulaton model.

1.4. DEPELETION OF NnTURnL RESOURCES. SA has an abundance of natural resources, but these
have been depleted through exploitaton, water weeds, poor soil management, dumping of
waste water. These problems can be solved by harvestng the weeds for foodn tapping into new
sources of energy such as natural gas or solarn and exploring IKS to beter protect and make use
of the environment.

1.5. DESERTIFICnTION. Land degradaton that is caused by drought, over cropping, deforestaton
and incorrect irrigaton methods. The biological potental of the soil and its ability to sustain life
is reduced. About one third of Africa’s surface is under threat of desertfcaton. Soil erosion is
also a big problem. About 25 % of the fertlity of Southern Africa’s soil has been lost. 1994 –
Conventon to Combat Desertfcaton.

1.6. DEFORESTnTION. Permanent destructon of indigenous forests + woodlands. Forests now cover
21 % of our planet. Currently, 12 million hectares of forest are cleared annually. Causes of
deforestaton *agricultural land to feed people * cash crops + catle ranching * commercial
logging * frewood and building material *animals eatng. Consequences include: *alteraton of
climate *soil erosion *siltng of waterways *extncton of species that survive in forests
 *desertfcaton. Some ideas for improvement include: *selectve logging *using recycled paper
*educaton

1.7. POLLUTION. The poisoning of the environment by anything that reduces its ability to support
life. Polluton can include too much of a good substance, a harmless substance, synthetc
compounds and non-biodegradable compounds. The following ecosystems can be aaected: air,
fresh water, marine systems and land. Reducton of polluton is essental.

3. Dviecuee how ycou cai aoolyc fne (5e) NGO orviicviolee of einviroimeital educatoi vii teachviig ai
einviroimeital educatoi toovic of ycour chovice.

Einviroimeital Toovic : Reduce, Reuee, Recyccle

NGO forum orviicviole noolvicatoi of the orviicviole to the toovic

Focus on current and potental It is important to reduce, reuse and recycle

environmental situatons while
taking into account the historical
perspectve.
Emphasize the complexity of
environmental problems and thus
the need to develop critcal thinking
and problem-solving skills.
Promote the value of and necessity
for, local, natonal and internatonal
cooperaton in the preventon and
soluton of environmental problems
Utlise diverse learning environments and
a broad array of educatonal approaches
to teaching/learning about and from the
environment, with due stress on practcal
actvites and frst hand
Relate environmental sensitvity,
knowledge. problem solving skills
because we have tons of waste and
diaerent types of polluton that are of
concern. If we reduce the amount of
resources, we use we can prevent our
resources from running on which teaches us
about sustainability. I would start at school
and take children on a feld trip around their
school, common problems we will
encounter are dripping taps, lights lef on in
empty classrooms and liter thrown all
around
Afer encountering these problems, I will take them back
to class to gets some ideas and solutons from them on
how we can overcome these problems
Children should be taught that the environment is their
responsibility and that were ever they go it is their duty
to ensure that it is kept clean and neat. I will provide
separate bins for diaerent types of dirt like, paper, plastc
and glass so that they may separate their dirt I will allow
children to bring plastc, paper and glass that would be
thrown at home to thrown into our bins, this will ensure
that the idea of reusing and recycling is promoted in class
and at home
I would use media in the form of video clips, images and
to show students how polluton and overuse of resource
has a negatve eaect.
I would also plan a lesson on using some of the plastc,
paper and glass showing children how we could reuse
 and value clarifcaton to every age, these items.
but with special emphasis on
environmental sensitvity to the
learner’s own community in early
years

4. Educatoi for euetaviiaale deneloomeit (ESD) vie a neryc oromviieit coiceot vii the 21et Ceituryc.
niewer the followviig queetoie regard ESD:

4.1 Sustainable development: Refers to meetng the needs of our present generaton, without depletng
the resources needed for future generaton.

4.2 •environment

•Society

•economy

4.3 ECOLOGICnL

• CONSUMPTION AND GENERATION OF WASTE ARE MINIMISED.

• HUMAN WASTE AND WASTEWATER ARE DISPOSED OF/ USED TO THE BENEFIT OF THE ENVIRONMENT
AND COMMUNITY

4.4 SOCInL

• THERE ARE ADEQUATE OPPORTUNITIES/TECHNOLOGIES FOR COMMUNICATION WITHIN THE

COMMUNITY AND FOR CONNECTING, AS IS APPROPTIATE, WITH THE WORLDWIDE COMMUNITY.

• THE TALENTS, SKILLS AND OTHER RESOURCES OF THE COMMUNITY ARE SHARED FREELY WITHIN THE
COMMUNITY, AND OFFERED OUTSIDE THE COMMUNITY, TO SERVE THE GREATER GOOD.

4.5 SPIRITUnL

• THE COMMUNITY CONCIOUSLY CHOOSES AND CONTRIBUTES TO THE CREATION OF A PEACEFUL,

LOVING, SUSTAINABLE WORLD.

• THERE IS CAPACITY FOR FLEXIBILTY AND SUCCESSFUL RESPONSIVENESS TO DIFFICULTIES THAT ARISE

2
5.1
  Auditory learners
 Tactle learners
 Visual learners

5.2 DIVERSITY OF CONTEXTS FOR ENVIRONMENTnL EDUCnTION PRnCTICE (EDUCnTION

nBOUT/IN/FOR THE ENVIRONMENT)

Einviroimeital educatoi oractce ehould ae to ae vimolemeited:

1. As a life-long process (across all age groups)

2. Formally, non-formally and informally (across all sectors of society)

i. Formal EE includes EE in schools and tertary educaton insttutons. It is curriculum driven.

ii. Informal EE includes EE provided by insttutons and organizatons such as government departments
and conservaton organizatons . It is driven by insttutonal goals, polices and strategies. Informal EE can
be aligned with the formal educaton curriculum.

iii. Non-formal EE is educaton that occurs in the home and community contexts through various forms
such environmental sustainability stories, songs, practces and cultural events. Non-formal EE can also
be linked to the curriculum and used to teach the formal EE in schools and tertary insttutons.

5.3 neeeeemeit etrategviee/methode vii einviroimeital educatoi: Each educators has the responsibility
to choose the strategies and methods they are going to use in their teaching contexts. The methods and
criteria that are appropriate to environmental educaton include questoning, discussions problem
solving, demonstratons, cooperatve group work, and experimental methods These methods can be
used for environmental educaton and some methods may be more sufcient then others.
3
6.

TOPIC: Polluton
21st century Competence Applicaton in teaching
environment educaton
Values thinking the ability to understand and
refect on the norms and
values that underlie one’s
actons and to negotate
sustainability values, principles,
goals, and targets

Water pollution helps in

avoiding other forms of
pollution. Dumping of
waste in water helps to
free the land of harmful
materials. When chemicals
from factories are dumped
in water rather than on
land, it means crops from
rain-fed agriculture will not
 be affected. Water
pollution prevents health
hazard protecting the
environment.
Global thinking Ability to think as world citzenn
careful consideraton of
previous approaches and
perspectves of othersn actng
ethically and collaboratvely to
contribute to local, regional
and/or global developmentn
ability to work collaboratvely
and to seek collaboratve
opportunites
Communicaton Ability to express thoughts
clearly and persuasively both
orally and in writng, artculate
opinions, communicate
coherent instructons, and
motvate others through
speechn ability to communicate
in mother tongue and in
other foreign languages

Communicatng eaectvely and

efciently on air quality and its
health impacts is an important
but difcult and complex task.
However , since every audience
diaers in goals, characteristcs,
and nature, what is most
important is implementng an
eaectve communicatons
program.
Literacy Understanding of economic and
politcal forces that aaect
societes and twenty-frst
century interdisciplinary
themesn global awarenessn
fnancial, economic, business
and

entrepreneurial literacyn civic

literacy and health literacy,
Including health and wellness
awareness
Making Air Polluton Visible: A
Tool for Promotng
 Environmental Health Literacy

We designed the Air Polluton

Map as the frst step of a
community educatonal
interventon to meet the
challenges of disseminatng
complex scientfc knowledge
about environmental hazards to
laypersons. Users can explore
spatal paterns of ultrafne
partcle concentratons,
measured in partcle number
concentraton (PNC) units, and
see how concentratons vary
with changing conditons,
including temperature, wind
severity, wind directon, and
trafc volume. The map we
created provides 4 visual
controls as sliders, which allow
a user to modify conditons of
temperature, wind directon,
wind speed, and trafc volume
(model explained below). We
created bilingual English-
Chinese Web-based and
desktop-based versions of the
visualizaton
Strategic thinking the ability to collectvely
develop and implement actons
that further sustainability at the
local level and further
afeld

Reducing the use of water and

chemical inputsn
Adopton of less
environmentally harmful
pestcides or cultvaton of crop
strains with natural resistance
to pestsn and.
Protecton of sensitve areas.
7.1 What vie the agrvicultural oroduct that vie at the heart of the vieeue dviecueeed aaone?

 Cocoa Beans.

7.2 Where aid how vie vit oroduced?

 The worlds largest cocoa largest cocoa producers are in The Ivory Coast and Ghana and is made
by trafcked and enslaved children.

7.3 From the oaeeage videitfyc two vieeuee for each of the followviig einviroimeital dvimeievioie:

7.3.1 Socvial: (PEnCE; oeoole lvinviig together)

This involves the sustainability of building human relatonships and interactons.

The passage highlights the issue regarding the social dimensions, that is that the right of children
(human rights) is violated by using them or forcing them into child labor and forcing them into slavery.
These children have been trafcked to work in this industry and are being exploited against their own
will.

On that same note, the children’s right to an educaton have also been violated due to the fact that they
have been forced to work instead of being able to atend school.

David Greenwood says that it’s difcult to identfy whether children are held as slaves or if they are
bonded workers as most plantatons were family businesses in which children traditonally labored
along side their parents.

7.3. 2 Polvitcal: (DEMOCRnCY; oower, oolvicyc, aid decvievioie)

This considers power being applied in an equitable manner with regards to the principles of democracy.

The Ivory Coast and Ghana have been found guilty by the United natons and U.S congress of exportng
Cocoa which has been made by trafcked and enslaved children. The Confectonary Manufacturer
associaton cannot confrm that the chocolate sold in Australia has passed through the hands of child
slaves, but also cannot guarantee that it has not .

The Salvaton army’s ant-slavery coordinator, social justce director captain Danielle Strickland, says
that David Greenwood’s approach of not being able to identfy child slaves or bonded workers as not
good enough and believes that the manufacturers are responsible for fnding out who produces their
cocoa or how it is produced.

The Ivory Coast Government has pledged to reform its cocoa sector before the end of March of 2008.

7.3.3 Ecoiomvic: (DEVELOPMENT; joae aid moieyc)

The economic system provides employment and jobs to make an income.

More than 100 000 children work in the Ivory Coast under child labor and that about 10 000 ofhose
children are slaves. This means that the children the children are forced to work against their own will
and make barely if any money at all, resultng in the industry making a huge proft.

In the Ivory Coast, farmers earn less for 1kg of cocoa beans, that what we would pay for a snickers bar.
7.4 What hae aeei the efect vii the Ghaia aid Inoryc Coaet of ueviig chvild laaor vii cocoa oroductoi oi
the chvildrei?

The internatonal chocolate manufacturers have pledged to introduce a form of approved labor
certfcaton for cocoa farmers and the Ivory Coast Government has pledged to reform its cocoa sector
and has frozen the bank of coaee and cocoa farmers development fund. Citng corrupton and
embezzlement of money meant for growers. The internatonal chocolate manufacturers have pledged
to introduce a form of approved labor certfcaton for cocoa farmers and the Ivory Coast Government
has pledged to reform its cocoa sector and has frozen the bank of coaee and cocoa farmers
development fund. Citng corrupton and embezzlement of money meant for growers.

7.5 What vie the einviroimeital reeooieviavilvityc of chocolate oroducere?

 Manufacturers have the urgent responsibility to fnd out who produces their Cocoa, if you are
producing something, you have the responsibility to fnd out that you are buying.

7.6 What vie the einviroimeital reeooieviavilvityc of chocolate coieumere?

 Chocolate lovers need to start thinking about the suaering behind the indulgent treat, it is our
responsibility to be aware
8.

1. Ii 1946 UNESCO (Uivited Natoie Educatoi, Scvieitfc aid Cultural Orgaivieatoie) wae eetaalvieh ae

a oart of the aroader Uivited Natoie Eiterorviee.

 Only concerned with educaton in a developmental context, but through contact with bodies

(IUCN) it became part of the process of developing environmental educaton.

2. IUCN Coifereice vii Parvie 1948

 The Internatonal Union for the conservaton of Nature and Natural resources Conference was
held at Fontainebleau from September 30 to October 7, 1948.
 The established the Inter-natonal Union for the Protecton of Nature. The term “Environmental
Educatonn” was frst used.

3. Fouidviig of IUCN vii 1949

 This organizaton is an ideological actor, they take conservaton acton, producing and
circulatng a defniton of what consttutes conservaton.

4. The term “Environmental Educatonn” was frst used in the U.K Conference held at Keele University

in 1965.

5. The Parvie Bvioeohere Coifereice of 1968

 Conference was held in Paris, France, September 4-13, 1968.

 UNESCO planned the frst conference between States which had the same aim to have a good
balance between environment and development, creatng sustainable development.

6. Iiteriatoial Workviig Meetig oi Einviroimeital Educatoi aid the School Currvicula (1970).

 This event was held June 20 to July 11 in 1970 at the Foresta Insttute, Carson City, Nevada in
the USA.

7. The Uivited Natoie Coifereice (1972).

 It was an intergovernmental conference held in Stockholm, Sweden, 5 to 16 June 1972.

(Stockholm Conference).

8. The Iiteriatoial Workehoo oi Einviroimeital Educatoi vii 1975e (Belgrade Charter).

 This workshop was held in Belgrade, Yugoslavia by UNESCO/UNEP in October 13–22 in 1975.

9. The Iitergonerimeital Coifereice oi Einviroimeital Educatoi vii 1977 (Tavilvievi Declaratoi).

 In October 1977, UNESO frst Intergovernmental Conference on Environmental Educaton was

held In Tbilisi, Georgia, USSR.

10. The World Coieernatoi Strategyc (1980).

 It was launched by IUCN, UNEP and then World Wildlife Fund (WWF).
 This document shown the importance of resource conservaton through sustainable
development
 And that conservaton and development are equally inter-dependent from one another.

11. Ii 1982 Trenertoi (evituated vii Moovi Rviner) held the fret Iiteriatoial Einviroimeital
Educatoi coifereice vii Southeri nfrvica.
 The Environmental Educaton Associaton of Southern Africa (EEASA) was formed which
discussed the common issues.
 REFERENCE

Tutorial Leter 501/0/2020

BED ENVIRONMENTAL EDUCATION (SENIOR AND INTERMEDIATE PHASE)

htps://www.ncbi.nlm.nih.gov/pmc/artcles/PMC5406619/

htps://www.epa.gov/p2/learn-about-polluton-preventon
NAME: __________PHAKAMILE ABEL KOKO ______STUDENT NUMBER 57802319________

DECLARATION

1. I certfy that the informaton I have writen on the applicaton form and the documents I have
submited to be true and accurate.

2. I understand and agree that any false or misleading informaton will justfy a denial of admission into
the university, revocaton of the scholarship, and/or dismissal from the university.

Date:____31/07/2020___ Signature____________PA KOKO_________________________

 RESULTS
Total = 87 / 100 (87%)
 COMMENTS
1 The Tbilisi Principles you have identified do not relate to the definition.
2 Briefly explain each learner need.
3 You were expected to choose an environmental topic and explain how each Century stainability
competence can be applied relating to your topic. Please be practical.