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    Ee in Education

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    a a UNIVERSITY op > JOHANNESBURG (COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION @etgative ‘commons ‘© Attribution — You must give appropriate cred, provide link to the license, and indicate it changes were made. You may do so in any reasonable manner, but notin any way that ‘suggests the licensor endorses you or your use. ‘©. NonCommercial — You may not use the materia for commercial purposes. ‘©. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contibutions under the same leanse as the orginal How to cite this thesis ‘Surname, Initials). (2012), Tie ofthe thesis oF dissertation (Doctoral Thesis / Master's Dissertation), Johannesburg: University of Johannesburg. Availabe from: hntp:hdnandle.net102000/0002 (Accessed: 22 August 2017) AN INVESTIGATION INTO THE STATE OF ENVIRONMENTAL EDUCATION AND THE USE OF TECHNOLOGY IN ENVIRONMENTAL, EDUCATION IN GAUTENG, SOUTH AFRICA By Scott Sanders ad UNIVERSITY JOHANNESBURG MINOR DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MSC DEGREE IN ENVIRONMENTAL MANAGEMENT [AT THE UNIVERSITY OF JOHANNESBURG 2ors0r384 ‘Supervisor: Mrs. T. Schoeman ‘Submitted: November 2018 ACKNOWLEDGEMENTS | wish to express my sincere thanks and gratitude to althoso who aided in the process cof writing ths research study. Without whom, I would not have been able to ful the requirements for my MSé. in Environmental Management. With a special thanks tothe fatlowing: My parents and sistor for their continued support and guidance, which made the process of writing this dissertation a lt easier and enjoyable. My supervisor, Mrs. Thea Schoeman for her continuous support and guidance ‘throughout my academic career and who has taught me an endless amount since my undergraduate degree, ‘The National Research Fund (NAF) of South Altica for their nancial support ‘which made tis masters study possible over the past two years. Mrs. Porta January ofthe Department of Basic Education (South Atica) for her ‘assistance inthe data collection process, Mrs. Vessena de Boer for her time and assistance in the editing of this sseration ABSTRACT ‘Since the Industial Revolution, humankind has consumed and used the earth's resources frits own gain, but a the expense ofthe earth's biosphere (Maluleke, 2005; GGovender, 2011). Such impacts dd not go unnoticed within the realms of education. With the roots of Environmental Education can be traced back to the 18th century ‘when Jean-Jacques Rousseau identiied the importance of Environmental Education in that itis learning area that focuses on the environment (Eneji etal, 2017). EE Ctined a signicant boost in the 19608 and 1970s and gained a global platform in 41972. In 1972, Stockholm, hosted the United Nations Conference on the Human Environment, from which emanated a declaration to the effect that EE should be Imperative as a tol to ‘address global environmental problems’ (Eneji et al, 2017). Since the 1970s, here have been significant advances in technology: from advances in automation to the use of mobile celular devioes and computers that have become exponentially more efficient and mobil. Infact, the Est of types of technologies which have been developed since the 1970s is endless (Blazek otal, 2017). They have had fan impact on almost every economic sector of the globe, including the education sector (Courvile, 2011). The mariage of technology and EE is a perfect tool to enhance the latter. However, the implementation of both within the schooling system Is often notably slow, asin South Aftca. Inline with thi, the state of environmental ‘education and how technology is used fortis largely unknown within South Attica, Intine with ths, this study investigates the state of Environmental Education and the se of technology in Environmental Education inthe Further Education and Training (FET) phase presented by Gauteng secondary schools of South Atica. For which data as collected from educators’ utlising a questionnaire survey and was analysed by means of a SWOT analysis. The study found that sinilar challenges are faced inthe implementation of both EE and technologies such as GIS and ICTS into the schoo! systems in South Africa as are faced in countries around the world including South Korea and Tanzania, Wit the largest barrier to their implementation being a lack of access to resources. However, respondents ofthe study have largely embraced EE andthe potential thas in creating environmentally iterate citzens. Keywords: Environmental Education (EE); South Africa; Information and ‘Communication Systems (ICT); implementation of EE in South Africa: ‘SWOT analysis. LIST OF ABBREVIATIONS CAPS - Curiculum and Assessment Policy Statements DBE - Department of Basic Education (South Aca) EE - Environmental Education EASA - Environmental Edveation Assocation of Souhorn Africa EEC! -Ervronmental Education Curiculum ntative EPI - Environmental Education Poly Intiative EPA Environmer 1 Protection Agency (United States of America) FET - Further Esveation and Training GET - Goneral Edveation and Tearing GIS - Geographic Information Systems ICT -lformation and Communication Technologies IT-Infrmation Technology IUCN Intemational Union forthe Conservation of Nature MOE - Ministry of Education (Taiwan) NAAEE - North American Association for Environmental Education (United States of ‘America) NCS - National Curiculum Statement NEP - National Environmental Education Programme (South Aca) NEMA -Natonal Environmental Management Act of 1998 (South Mica) NOF - National Qualifations Framework NTU - National Taiwan University (Taiwan) (OBE - Outcomes-Based Education (£60 - Organisation for Economic Co-operation and Development OEE - Ofce of Envionmental Education (United States of America) NCS - Revised National Curculum Statement SSLP ~ Shor Learning Program UNEP - United Nations Environmental Programme UNESCO - United Nations Educational, Scientific and Gutural Organization USA. United States of America Contents PLAGIARISM DECLARATION. ACKNOWLEDGEMENTS, ABSTRACT. LUST OF ABBREVIATIONS... oo (CHAPTER 1: ORIENTATION OF STUDY... 1 12 13 18 15 INTRODUCTION, BACKGROUND... — PROBLEM STATEMENT. ‘AIMS AND OBJECTIVES OF THE RESEARCH, (OPERATIONAL DEFINITIONS OF TERMS... 115.1 formation Communication Technology (IT) 1152 Environmental Education 16 (OUTLINE OF THE STUDY. My N04 Chapter to x 1162 Chapter 2 1183 Chapters 1.64 Chapter 4 1.65 Chapter. 1 CONCLUSION. IT) CHAPTER 2: LITERATURE REVIEW B 24 22 23. INTRODUCTION, = ‘THE HISTORY OF ENVIRONMENTAL EDUCATION. IMPLEMENTATION OF ENVIRONMENTAL EDUCATION. 28:1 The Unted States of America 232 Republi of Korea (South Kore), 233 SubsSaharan Africa 284 SoUth Ale nnn a 24 ‘THE ROLE OF TECHNOLOGY IN ENIVORNMENTAL EDUCATION, 24.1 Computers and Audio-Visual DRS annem 242 Sofware, Operating Systems and Digtal Platforms... 243 Geographic Inirmation Systems in Education 25 Problems Experienced by Educator in Using ICT a0 7 a 24 2 36 2.8 Resoure and Inrastucture Problems in South Alcan Schoo 2.7 Whats Considered Enveonmental Eauation in Geography Ia South Aion? 28 Conti 80M oven ee CHAPTER 3: METHODOLOGY. 84 INTRODUCTION... ee 32 RESEARCH METHODS, 33. RESEARCH DESIGN 33:1 Lterture Review... = 332 Research Survey 34 QUESTIONNAIRE DESIGN. 85 _ SAMPLING AND PROCEDURE. 2 e 36 DATAANALYSIS PROCESS. 37 ETHICAL CONSIDERATIONS. = a 88 RESEARCH METHOD LIMITATIONS sem a 39 CONCLUSION. we CHAPTER FOUR: DATA ANALYSIS AND RESULTS... . 44 INTRODUCTION. 42. PRESENTATION AND DISCUSSION OF RESULTS. - 42 ENVIRONMENTAL EDUCATION IN GEOGRAPHY. 43:1. An Examination into Envkenmontal Edveation in South Acan School ‘Geography 432 South Atican FET Geography Curiclum.. 44 USE OF TECHNOLOGY FOR ENVIRONMENTAL EDUCATION PURPOSES. 44.1 Views Towards Technology fr Envcnmertal Education 45 ASWOT ANALYSIS OF RESEARCH FINDINGS conn 45:1 Explanation of SWOT Analysis. 48 CONOLUSION. (CHAPTER FIVE: RECOMMENDATIONS AND CONCLUSIONS. 54 CONCLUSION, 52 RECOMMENDATIONS, ee 152.1. Communication Between Governmental Bases and Edueatrs. 522 Accessto Resources 523 Development of Educators sn 524 Need for Future States. a “a s2 s se ss 56 0 87 10 1065, 107 107 110 am 12 REFERENCES, APPENDIX A: 13 LIST OF FIGURES Figure 41: Figure 42 Figure 43: Figure 44 Figure 45: Figure 46: Figure 47: Figure 48: Figure 49 Figure 4.10: Figure 4.11: Figure 4.12: Figure 4.13: Figure 4.14 Figure 4.15: ‘Age groups ‘Subjects taught by respondents Highest educational qualifications of respondents [Agreement with the inclusion of environmental education being Integrated into multiple subject curicula Levels of knowledge of environment issues that exist currently Responses to whether respondents had enough knowledge about environmental education to teach it effectively Responses to whether there is enough environmental education content in current geography curculum ‘Challenges in improving current structures for EE ‘Views towards a strong potential or technology inthe classroom Level of knowledge of GIS and ICT Greatest barriers to using technology within the classroom ‘Awareness of curiculum requirements of GIS Views towards GIS within learning environment ‘Views towards whether students struggle with GIS ‘Biggest barriers tothe implementation of GIS witin high schools g 70 n R 95 LIST OF TABLES Table 1 Table 2: Table 3: Table 4.1 Table 4.2: Table 43: Table 4. Table 45: Table 46: Table 47: Table 4.8: Environmental content covered during the Grade 10 year for geography in the CAPS FET syllabus Environmental content covered during the Grade 11 year for ‘geography in the CAPS FET syllabus Environmental content covered during the Grade 12 year for geography in the CAPS FET syllabus ‘School districts and residential areas of selected schools of first 20 Respondents Feeasoning of importance for inclusion of environmental ‘education in school curricula Environmental education related content indicated to be part of Grade 10 geography curculum Environmental education related content indicated to be part of Grade 11 geography curriculum Environmental education related content indicated to be part of Grade 12 geography curculum ‘Recommendations as to what should bein geography curriculum for environmental education Fasons given thatthe inclusion of environmental education can help to develop students who are environmentally ltorate ‘Strengths identified regarding environmental education ‘education in South African secondary schools 46 ar " 5 6 a “Table 49: Suggestions provided to improve the curent environmental ‘education in South Atican schools “Table 4.10: Types o information and communication technologies. utlised 7 CHAPTER 1: ORIENTATION OF STUDY 4.1 INTRODUCTION Inthe past, Environmental Education (EE) was not taught crecty in the South African context at the school or classroom level. it was only through school outings or ‘excursions o botanical gardens, museums, natureorientated or school camps - to name but afew - that EE could be taught directly in South Africa (until around the late 1980's) and in fact in many counties around the word (Msi, 1997). it was not ntl ‘major Intemational conferences aimed at addressing environmental issues and evelopment thatthe importance of EE was realised by governments around the word ‘The word's first Intergovermental Conference on EE took place in October, 197 in oii, Georgia, and was organised by UNESCO (United Nations Educational, ‘Scientific and Cultural Organization) In partnership wih the UNEP (United Nations Environmental Programme). During this conference, the Toilsi Declaration was adopted. It decrees the importance of EE in society - ata levels and forall ages in formal and non-formal settings. The Declaration lays out the role and objectives, as ‘well as the tenets of EE, and pemaps, most importantly, provides twelve guiding Principles fr Environmental Education (UNESCO, 1978). ‘Such conferences most notably include the United Nations Conference on the Environment and Development (othenvise known as Earth Summit), which was held In Rio de Janeiro from the 3 -14 June, 1992. Agenda 21, which was adopted a the Fo Conference, stated that signatory governments (infer ala South Africa) should strive fo “update or to prepare strategies aimed at integrating the environment and evelopment as cross-cutting issues into all levels of education within three years following the conference, and that this should be done in cooperation with all sectors of society" (UNEP, 1992). Agenda 21 recommended that a muticisipinary approach be taken in respect of environmental and developmental issues, along with their socio- cultural and demographic aspects, and that linkages between them be considered (UNEP, 1982). Its in terms of the above-mentioned declarations and conferences a platform was Provided from whic EE could take place both ona global and national scale. Evidence for this seen in the fac that EE has been accepted globally, with almost every nation signing agreements formulated at ntergovernmental conferences for EE, a8 wel as at environmental and development conferences (Mathenjwa, 2014). There is furler evidence of the leading role taken by numerous states and national governments ‘around the word in their development of curcula and policies for EE to be integrated Into thei respective schooling systems. Such examples include New South Wales in Austalla; the Netherlands, as well as several states (e.g Wisconsin) in the United States of America (Jacobson, 2006). South Africa can also be included inthis group to the extent that mutiple policies and laws have been putin place to accommodate sning area in the country's school curicula. The most obvious example of {his is the National Environmental Management Act (NEMA) (1988), which commits ‘the South African government to sustainable development, and emphasises the need for EE and capaciy-bulding in all sectors of South Atican society (Strydom et al, 2007). cease ‘The South African national government has realised the importance of technology within the roams of education. One minor example ofthis the emphasis thatthe South ‘rican Department of Basic Education has placed onthe importance of applying new technologies such as Information and Communication Technologies (ICTs) and Geographic Information Systems (GISs) in the Further Education and Training (FET) Phase of the Geography sylabus (OBE, 2011a), Technologies such as GIS and ICT (the internet; smarboards, etc) can be used in numerous ways to optimise Environmental Education and to enhance student performance in the classroom. The ‘opportunites that such technologies present fr EE and for secondary education as a whole are boundless. However, there are often significant barriers to the application of such technologies inthe classroom as a result of financial constraints andthe limited cess to resources, especially in developing countries, including South Arca, which has one ofthe highest rates of inequality in the word (Harbor & Serf, 2006.; Breetzke et al, 2011), 1.2 BACKGROUND Since the Industrial Revolution, humankind has consumed and used the earth's resources frits own gain, but a the expense ofthe earth's biosphere (Malek, 2005; Govender, 2011). As a result of the anthropogenic influences contributing to and accelerating climate change over the word, the consequences of this trend can already be observed on a global scale (UN, 1992a; Vitousek et al, 1997; Kart & Trenberth, 2003; Hoegh-Guldberg & Bruno, 2010), ‘These effects of clmate change have not gone unnoticed in the realm of education In fact, the roots of Environmental Education (EE) can be traced back to the 18" century when JeanJacques Rousseau identitied the importance of Environmental Education in that it is a learning area that focuses on the environment (Eneji et al, 2017), Rousseau established one ofthe fist Environmental Education programmes, known as Nature Study, inthe ate 19" and early 20" centuries. acted as a platform from which Environmental Education could be bult upon. Environmental Education gained a significant boost in the 1960s and 1970s and ‘ined a global patiorm in 1972. In 1972, Stockholm, the capital of Sweden, hosted ‘the United Nations Conference on the Human Environment, from which emanated @

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