EED2601/101/0/2024

Tutorial Letter 101/0/2024

Environmental Education

EED2601
Year Module
Department of Science and Technology
Education

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, EED2601-24-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE

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 CONTENTS

Page

1 INTRODUCTION ...................................................................................................... 4
2 PURPOSE AND OUTCOMES .................................................................................. 5
2.1 Purpose .................................................................................................................... 5
2.2 Outcomes ................................................................................................................. 6
3 CURRICULUM TRANSFORMATION ....................................................................... 7
4 LECTURER(S) AND CONTACT DETAILS............................................................... 7
4.1 Lecturer(s) ................................................................................................................ 7
4.2 Department............................................................................................................... 8
4.3 University ................................................................................................................. 8
5 RESOURCES .......................................................................................................... 9
5.1 Prescribed book(s) ................................................................................................... 9
5.2 Recommended book(s) ............................................................................................ 9
5.3 Electronic reserves (e-reserves) ............................................................................... 9
5.4 Library services and resources information ............................................................... 9
6 STUDENT SUPPORT SERVICES .......................................................................... 10
6.1 The Unisa First-Year Experience Programme ......................................................... 11
7 STUDY PLAN ........................................................................................................ 12
8 PRACTICAL WORK .............................................................................................. 12
9 ASSESSMENT....................................................................................................... 12
9.1 Assessment criteria ................................................................................................ 12
9.2 Assessment plan .................................................................................................... 12
9.3 Assessment due dates ........................................................................................... 12
9.4 Submission of assessments.................................................................................... 13
9.4.1 Types of assignments and descriptions................................................................... 14
9.5 The assessments ................................................................................................... 15
9.6 Other assessment methods .................................................................................... 16
9.7 The examination ..................................................................................................... 16
9.7.1 Invigilation/proctoring .............................................................................................. 16
10 ACADEMIC DISHONESTY .................................................................................... 17
10.1 Plagiarism .............................................................................................................. 17
10.2 Cheating ................................................................................................................. 18
10.3 For more information about plagiarism, follow the link below ................................... 18

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11 STUDENTS WITH DISABILITY.............................................................................. 18

12 FREQUENTLY ASKED QUESTIONS .................................................................... 18
13 SOURCES CONSULTED....................................................................................... 18
14 IN CLOSING .......................................................................................................... 18
15 ADDENDUM .......................................................................................................... 20

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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 thereof in your modules, and we encourage
you to fully embrace these changes during your studies at Unisa.

1 INTRODUCTION

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution.

The comprehensiveness of our curricula encapsulates a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa's "openness" and
its distance eLearning character result in many students registering at Unisa who may not
have had an opportunity to enrol in higher education. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students ranging
from the under-prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involve multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are
offered fully online with no printed study materials, while undergraduate programmes are
offered in a blended mode of delivery where printed study materials are augmented with
online teaching and learning via the learner management system – myUnisa. In some
instances, undergraduate programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the
University. Unisa's commitment to serve humanity and shape futures combined with a clear
appreciation of our location on the African continent, Unisa's graduates have distinctive
graduate qualities which include:

• independent, resilient, responsible and caring citizens who are able to fulfil and serve
in multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its
histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with its ever-
increasing information and data flows and competing worldviews
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• how to apply their discipline-specific knowledges competently, ethically and

creatively to solve real-life problems

• an awareness of their own learning and developmental needs and future potential
EED2601 module is offered as a fully online (all information is available via the internet), we
use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look
out for information from your lecturer as well as other Unisa platforms to determine how to
access the virtual myUnisa EED2601-24-Y myModules site. Information on the tools that will
be available to engage with the lecturer and fellow students to support your learning will also
be communicated via various platforms.

You are encouraged to log into the module site that is EED2601-24-Y on myUnisa regularly
(that is, at least twice per week). 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.

Because this is a fully online module, you will need to use myUnisa to study and complete
the learning activities for this module. Visit the website for EED2601-24-Y on myUnisa
frequently. The website for your module is EED2601-24-Y.

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to raise awareness amongst citizens across all sectors of
society in relations to the global environmental crises facing us such as climate change,
biodiversity loss, acid mine water drainage, environmental degradation and many types of
pollution to mention just a few. The only way to overcome such global environmental crises
is to expose teachers, student teachers and learners to such environmental challenges with
an effort to promote positive attitudes, behaviours and actions towards the environment;
while empowering them with the necessary knowledge and skills to live sustainably. The
best place to ensure that this happens, is in the school environment; and the people that are
in the best position to achieve this are the teachers. It is our aim to prepare you to become

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informed and enthusiastic environmental education teacher that can inspire learners and the
society to be aware of the global environmental issues and to do something about them. The
module draws upon and in turn informs many of the other core modules in terms of both
policy and practice. It is particularly relevant to teaching methodologies and practical
teaching.

2.2 Outcomes

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

Specific outcomes Assessment criteria

Understand the origins, characteristics, and Demonstrate a clear understanding of the origins,
1.
key principles of environmental education characteristics, and key principles of environmental
and education for sustainable development. education and education for sustainable
development.

Analyse and evaluate the key historical Analyse the key historical events in the development
2. events in the development of environmental of environmental education and education for
education and education for sustainability. sustainability.

Critically examine the emergence of the Examine the emergence of the Anthropocene and
3. Anthropocene and its implications for its implications for sustainability and evaluate the
sustainability. challenges it poses for environmental education.

Demonstrate an understanding of the holistic Demonstrate an understanding of the

4. environment and its interconnections with interconnections between the holistic environment
social, economic, and cultural systems. and social, economic, and cultural systems.

Analyse and evaluate key environmental Discuss key environmental issues and their impact
issues, such as land degradation, water on teaching methodologies and practical teaching
supply, industrial pollution, poverty, and develop strategies to address these issues.
5.
overpopulation, and health, and their impact
on teaching methodologies and practical
teaching.
Adopt and adapt a variety of roles and Identify and adapt a variety of roles and strategies
strategies in response to changing learner in response to changing learner and learning needs
6.
and learning needs and contexts in and contexts in promoting environmental education.
promoting environmental education.

Develop innovative strategies for promoting Develop innovative strategies for promoting
7. environmental education in ways that are environmental education in ways that are
appropriate for different purposes and appropriate for different purposes and contexts.
contexts.

Use innovative ways to contribute to the
development of environmental education
that are informed by contextual realities, the
8. nature of multi-cultural schools and
classrooms, historical legacies, social
diversity, and the integration of indigenous
knowledge.
Apply innovative ways to contribute to the
development of environmental education that are
informed by contextual realities, the nature of multi-
cultural schools and classrooms, historical legacies,
social diversity, and the integration of indigenous
knowledge.

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Understand the origins, characteristics, and Demonstrate a clear understanding of the origins,
9. key principles of environmental education characteristics, and key principles of environmental
and education for sustainable development. education and education for sustainable
development.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum
transformation includes 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. All of these will be phased in at both programme
and module levels, and as a result of this you will notice a marked change in the teaching
and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during your
studies at Unisa in a responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is: Dr Lettah Sikhosana

Department: Science and Technology Education Unit: Education for Sustainable
Development
E-mail: esikhol@unisa.ac.za

The co-primary lecturer for this module is: Dr NP Shabalala

Department: Science and Technology Education Unit: Education for Sustainable
Development
E-mail: eshabapn@unisa.ac.za

The secondary lecturers for this module are: Prof MV Makokotlela

Department: Science and Technology Education Unit: Education for Sustainable
Development
E-mail: emakokm@unisa.ac.za

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Prof S Shava
Department: Science and Technology Education Unit: Education for Sustainable
Development
E-mail: shavas@unisa.ac.za

Prof LDM Lebeloane

Department: Science and Technology Education Unit: Education for Sustainable
Development
Email: Lebelldm@unisa.ac.za

Assessment queries

For assessment queries, contact the following lecturers:

Assessment 01 Assessment 02 Assessment 03 Assessment Assessment

04 05

Dr NP Shabalala Dr NP Shabalala Dr NP Dr L Dr L

E-mail: E-mail: Shabalala Sikhosana Sikhosana

eshabapn@unisa. eshabapn@unisa.
ac.za ac.za E-mail: Email: Email:
eshabapn@unisa.
esikhol@unisa. esikhol@unisa.
ac.za
ac.za ac.za
Dr L Sikhosana
E-mail:
esikhol@unisa.ac.
za

4.2 Department

You can contact the Department of Science and Technology Education:

Mr MK Boweni Telephone: 012 429 3803

Email: bowenmk1@unisa.ac.za

4.3 University

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

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

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence

5 RESOURCES

5.1 Prescribed book(s)

None.

5.2 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.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage find e-reserves. More information
is available at: http://oasis.unisa.ac.za/search/r

5.4 Library services and resources information

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
• visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently- Asked
Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic)
service, visit
http://www.unisa.ac.za/sites/corporate/default/Library/Libraryservices/Research-
support.
• For library training for undergraduate students, visit
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 https://www.unisa.ac.za/sites/corporate/default/Library/Libraryservices/Training
• Lending Services
https://www.unisa.ac.za/sites/corporate/default/Library/Libraryservices/Lending-
services
• Services for Postgraduate students
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-
withspecial-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services:

Libhelp@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature Search Service: Lib-search@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za
You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit
assessment and how to participate in forum activities via the following link:
https://dtlsqa.unisa.ac.za/course/view.php?id=32130

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Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This
is also true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated
open distance and e-learning institution, and it is very different from face-to-face/contact
institutions. It is a mega university, and all our programmes are offered through either
blended learning or fully online learning. It is for this reason that we thought it necessary to
offer first-time students additional/extended support to help them seamlessly navigate the
Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer
a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with
prompt and helpful information about services that the institution offers and how you can
access information. The following FYE services are currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE fye@unisa.ac.za

FYE1500
Post
myUnisa; Study
Registration
Skills; Academic &
Orientation Digital Literacies;
Referrals to
other support etc
services i.e.
Counselling;
Reading & Writing
workshops 11
 To ensure that you do not miss out on important academic and support
communication from the SRU, please check your myLife inbox regularly.

7 STUDY PLAN

Refer to the Study @ Unisa brochure.

8 PRACTICAL WORK

There is no practical work

9 ASSESSMENT

9.1 Assessment criteria

Your course assessment will comprise of your year mark and the end of year assessment
mark. It is compulsory to complete all assessment tasks.

9.2 Assessment plan

• To complete this module, you will be required to submit four (4) assessments.
• Assessment 01 is Mandatory and assessment 02, 03, 04 and 05 are elective; answer
any three elective assessments.
• All information about when and where to submit your assessments will be made
available to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
EED2601-24-Y myModules site.
• You will be required to submit a total of four (4) assessments as this is a continuous
assessment module.
• There is no examination for this module.
• To pass this module, you need to obtain a year mark average of 50% for the
assessments.
• The assessment weighting for the module is 25%.
• The four (4) assessments will count 100% towards the final module mark.

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for
EED2601-24-Y myModules site for this module. We envisage that the due dates will
be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

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• Log on to the myUnisa site for this module to obtain more information on the due
dates for the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study
material, assessments and engagements with your lecturer and fellow students will
take place online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be
completed. This is an online system that is used to administer, document, and deliver
educational material to students and support engagement between academics and
students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2024 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary

to ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared
with you.

• When you access your myModules site for the module/s you are registered for, you
will see a welcome message posted by your lecturer. Below the welcome message
you will see the assessment shells for the assessments that you need to complete.
Some assessments may be multiple choice, some tests, others written assessments,
some forum discussions, and so on. All assessments must be completed on the
assessment shells available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 01,
Assessment 02, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access
the quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone
find it difficult to navigate the Online Assessment tool on the small screen and often
struggle to navigate between questions and successfully complete the quizzes. In
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 addition, cell phones are more vulnerable to dropped internet connections than other
devices. If at all possible, please do not use a cell phone for this assessment
type.
• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete
the assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the
myModules site of the modules that you are registered for. Before you finalise the
upload, double check that you have selected the correct file for upload. Remember,
no marks can be allocated for incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments

- If not submitted, the student gets no mark for this item.

- The best of the required submissions will count.

• Mandatory assignments

- If not submitted, the student gets no mark for this item.

• Compulsory assignments

- If not submitted, the result on the student’s academic record will be absent.

• Optional assignments – You are encouraged as a student to do optional

assignment so that it may benefit your learning.

I. Elective assignments

a. The student is given a choice of which assignments within an identified group

to submit, only the best result(-s), the number of which is specified in advance,
will contribute towards the year mark.
b. Elective assignments must also be grouped into an elective group.
c. For the student to select which assignment to submit, the elective assignments
must be grouped together. For such an elective group, relevant information must
be provided to the student, such as how many of the assignments must be
submitted and how many of the assignment marks should be combined into the
year mark.
d. The selection criteria define how marks received for assignments in an elective
group are to be combined into the year mark. Three different criteria may be
used for calculating the year mark:

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• The best mark should be used, or

• If the student submits fewer than the required number of assignments per
group or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best
mark is then calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.

b. If a student fails to submit a mandatory assignment, no mark is awarded and the
year mark is calculated accordingly. The student will therefore forfeit the marks
attached to this assignment when the final mark for the module is calculated.

III. Compulsory Assessment

a. when not submitted, the student will fail a Continuous Assessment module but
will be shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional

assignment so that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete a total of four (4) assessment to pass this
module. Assessment 01 is mandatory and assessment 02, 03, 04 and 05 are elective;
answer any three elective assessments. Below is the weight for each assessment:

Assessment number Weighting

Assessment 01 –Short essay type questions 25%

MANDATORY
Assessment 02: MCQs/Quiz’s 25%

ELECTIVE
Assessment 03 - Short essay type questions 25%

ELECTIVE
Assessment 04 - Short essay type questions 25%

ELECTIVE

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 Assessment 05: MCQs/Quiz’s 25%

ELECTIVE
FINAL YEAR MARK 100%

Before you submit your assessments, PLEASE ensure that:

• Your assessment cover page consists of your full names, surname, student
number, assessment number and correct module code.
• You submit ONLY pdf files.
• You submit a complete assessment that is not blank and does not contain
any missing pages.
• You sign the online declaration.

There are no assignments included in this tutorial letter. Assignments and due dates
will be made available to you on myModules for this module. We envisage that the due dates
will be available to you upon registration.

9.6 Other assessment methods

There are no other assessments for this module

9.7 The examination

Examination information and details on the format of the examination will be made available
to you online via the myUnisa site. Look out for information that will be shared with you by
your lecturer and e-tutors (where relevant) and for communication from the university.

9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to
unlawfully assist them with the completion of assignments and examinations, the University
is obliged to assure its assessment integrity through the utilisation of various proctoring
tools: Turnitin, Moodle Proctoring, the Invigilator App and IRIS. These tools will
authenticate the student’s identity and flag suspicious behaviour to assure credibility of
students’ responses during assessments. The description below is for your benefit as you
may encounter any or all of these in your registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’

submissions against internal and external sources. Turnitin assists in identifying academic
fraud and ghost writing. Students are expected to submit typed responses for utilisation of
the Turnitin software.

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The Moodle Proctoring tool is a facial recognition software that authenticates students’
identity during their Quiz assessments. This tool requires access to a student’s mobile or
laptop camera. Students must ensure their camera is activated in their browser settings
prior to their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-
byproxy and ensures that the assessment participant is the registered student. This
invigilation tool requires students to download the app from their Play Store (Google, Huawei
and Apple) on their mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides
for both manual and automated facial verification. It has the ability to record and review a
student’s assessment session. It flags suspicious behaviour by the students for review by
an academic administrator. IRIS software requires installation on students’ laptop devices
that are enabled with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal
proceeding.Please note:

Students must refer to their module assessment information on their myModules sites to
determine which proctoring or invigilation tool will be utilised for their formative and
summative assessments. For EED2601 module, assessment 01 and assessment 05
MCQ/Quiz utilises the Moodle Proctoring tool while written assessment such as
assessment 02, assessment 03 and assessment 04 utilises Turnitin tools. Please note that
you can only use Turnitin for typed responses.

10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them
as your own. It is a form of theft. Plagiarism includes the following forms of academic
dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

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10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to
disseminate assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines.
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3 For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS WITH DISABILITY

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities. If you
are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Dr NP Shabalala on eshabapn@unisa.ac.za or Dr
Lettah Sikhosana on esikhol@unisa.ac.za to discuss the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Question: Can I get an extension for submitting my assessment?

Answer: No extension is provided for submission of assessments. Adhere to
the assessment submission deadline.

Question: Can I skip submitting assessment?

Answer: Assessment 01 is mandatory, assessment 02, 03, 04 and 05 are
elective. Therefore, you may answer any 3 elective assessments as
they contribute to your final mark as indicated above.

13 SOURCES CONSULTED
See sources in Study Guide.

14 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.

18
 EED2601/101

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

Your lecturers

Dr Lettah Sikhosana, Email: esikhol@unisa.ac.za, Dr NP Shabalala, Email:

eshabapn@unisa.ac.za, Prof MV Makokotlela, Email: emakokm@unisa.ac.za, Prof S

Shava, Email: shavas@unisa.ac.za, Prof LDM Lebeloane, Email: Lebelldm@unisa.ac.za

DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION

EDUCATION FOR SUSTAINABLE DEVELOPMENT UNIT

19
15 ADDENDUM

The under-mentioned declaration must accompany written assignments. Your

assignment will be cancelled and returned unmarked if you do not include a fully
completed and signed declaration form.

I (full names):

Student number:

Declare that…

1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.

2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.

3. I did not use another current or previous student’s work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature Date:

20

ANNEXURE: GLOSSARY OF TERMS
The annexure below consists of glossary of terms that have been explained in English,
IsiZulu, Sesotho, IsiXhosa and Sepedi.
ENGLISH GLOSSARY
Key terms/concepts
Environmental education
Environmental paradox
Multi-disciplinary
Inter-disciplinary
Trans-disciplinary
Multi-level strategy
Process development
EED2601/101
Definition/explanation
Environmental education is a process during which
values are discovered and concepts are explained 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.
The quality of life for humans has improved even as
we've pillaged and destroyed the planet's natural
ecosystems.
Combining several academic or professional
specialisation in an approach to a topic problem.
Involves the combination of multiple academic
disciplines into one activity. It draws knowledge from
several other fields like sociology, anthropology,
psychology, economics, etc. It is about creating
something by thinking across boundaries.
Is the exploration of a relevant concept, issue or
problem that integrates the perspectives of multiple
disciplines in order to connect new knowledge and
deeper understanding to real life experiences.
One lesson is taught to an entire group while meeting
the individual needs of each child. Multi-level teaching
is an effective approach to instruction and requires
less time than separate instruction.
Consists of designing and developing, as well as
evaluating costs and efficiency.
21
Values clarification
Problem-solving
Hands-on experiences
21st century competencies
Knowledge societies
Auditory learners
Visual learners
Tactile learners
Visual spatial intelligence
Verbal linguistic
intelligence
22
Is an on-going process of the development of defining
what one values (what one believes to be most
important and what one cares for most), and how one
acts on those values in daily life.
The act of defining a problem; determining the cause
of the problem; identifying, prioritizing, and selecting
alternatives for a solution; and implementing a
solution.
Knowledge or skill that someone gets from doing
something rather than just reading about it.
Are more than just knowledge or skills. They involve the
ability to meet complex demands, by drawing on and
mobilising psychosocial resources (including skills and
attitudes) in a context. For example, preparing learners
for work, citizenship and life in the 21st century is an
enormous task. Globalisation, technological
advancement, and global environmental, political and
economic challenges all require the acquisition of new
knowledge and skills by learners.
Society that generates, shares, and makes available
to all members of the society knowledge that may be
used to improve the human condition.
A style of learning in which an individual learns more
efficiently by listening.
Is a type of learning style in which learners prefer to
use images, graphics, colours and maps to
communicate ideas and thoughts.
Is a type of learning style in which learners need to
physically touch or try something in order to learn the
concept best.
The capacity to perceive the visual world accurately,
and/or perform transformations and modifications on
perceptions, construct mental representations of visual
information, and use the representations to perform
activities is often considered visual-spatial intelligence.
Is the in the type of intelligence that enables
individuals to communicate better through language.
For example, learners who demonstrate this form of
intelligence have the ability to understand and use
words and language.

Logical intelligence
Bodily/kinaesthetic intelligence
Musical/rhythmic
intelligence
Interpersonal intelligence
Intrapersonal intelligence
Naturalistic intelligence
Nature reserves
Terra nullias
Alien invasive plants
Non- communicable
disease
Communicable diseases
EED2601/101
Is the ability to think analytically, in an orderly or
practical manner and/or perform mathematical-related
tasks. For example, learners who demonstrate this
form of intelligence have the ability to use reason,
logic and numbers.
Is the capacity to manipulate objects and use a
variety of physical skills.
Includes such capacities as the recognition and use of
rhythmic and tonal patterns, as well as sensitivity to
sounds from the environment, the human voice, and
musical instruments. For example, learners who
demonstrate this form of intelligence have the ability to
appreciate and produce music, as they are musically
inclined and think in sounds, rhythms and patterns.
Is the ability of a person to relate well with people and
manage relationships. For example, Learners who
demonstrate this form of intelligence have the ability to
relate to and understand others.
The intelligence involved in self-understanding and in
reflecting upon oneself, one's skills, one's motives,
and so forth. For example, learners who demonstrate
this form of intelligence have the ability to self-reflect
and to be aware of their inner state of being.
Is the ability to identify, classify and manipulate elements
of the environment, objects, animals or plants.
Tract of land managed to preserve its flora, fauna, and
physical features.
Refers to uninhabited, empty and underutilised.
Refers to plants brought to South Africa from other
countries, both intentionally and unintentionally, that
cause human, environmental or economic harm.
Without natural enemies, these plants reproduce and
spread rapidly, taking valuable water and space from
our indigenous plants.
Chronic diseases that are not passed from person to
person
Chronic diseases that are passed from person to
person.
23
Biodiversity Is the collective term for the variety of life on Earth in
all its forms.
Ecosystem Is a geographic area where plants, animals, and other
organisms, as well as weather and landscape, work
together to form a bubble of life.

Active learning An approach to instruction that involves actively

engaging students with the course material through
discussions and problem solving.
Active participant Refers to a process that has student learning at its
centre. Active learning focuses on how students learn,
not just on what they learn. Students are encouraged
to 'think hard', rather than passively receive
information from the teacher.
Authentic learning Refers to a wide variety of educational and
instructional techniques focused on connecting what
students are taught in school to real-world issues,
problems, and applications. The basic idea is that
students are more likely to be interested in what they
are learning, more motivated to learn new concepts
and skills, and are better prepared to succeed in
college, careers, and adulthood if what they are
learning mirrors real- life contexts, equips them with
practical and useful skills, and addresses topics that
are relevant and applicable to their lives outside of
school.
Dissemination Refers to the action or fact of spreading something,
especially information, widely.
Facilitator A facilitator is a person who helps a group of people to
work together better, understand their common
objectives, and plan how to achieve these objectives,
during meetings or discussions.

Learner-centred Refers to an approach that views learners as active

agents. They bring their own knowledge, past
experiences, education, and ideas – and this impacts
how they take on board new information and learn.

Apartheid Is the term used in South Africa to describe a policy or

system of segregation or discrimination on grounds of
race.
Inter-culture The practice of simultaneously growing two or more
crops on the same plot.

24
 EED2601/101

Taboo Is defined as an element of all situations in which

attitudes to values are expressed in terms of
dangerous behaviour. A taboo has something to do
with “sacredness”, something that may be “forbidden”,
it may apply to a “person” or to a “thing” and may
describe things that are “elements’ or “devoted”.

25
ISIZULU: UHLU LWEZINHLOKO
Amagama/iingcinga eziphambili
Imfundo ngokusingqongileyo
Umbhida wokusingqongileyo
Iinkqubo ezininzi
Ngaphakathi koluleko
Trans-ululeko
Isicwangciso esinamanqanaba
amaninzi
Uphuhliso lwenkqubo
Ukucaciswa kwemilinganiselo
26
Inkcazo/ingcaciso
Imfundo ngokusiNgqongileyo yinkqubo apho iinqobo
ezisemgangathweni zifunyanwayo kwaye iikhonsepthi
zicaciswa ukuphuhlisa izakhono kunye nezimo
zengqondo ezinxulumene nokuxatyiswa kobudlelwane
phakathi komntu, inkcubeko yakhe kunye nendalo
yakhe yebhayoloji. Imfundo ngokusingqongileyo
ikwabandakanya ukwenziwa kwezigqibo kunye
nokuqulunqwa komgaqo wokuziphatha wobuqu
kwimiba echaphazela umgangatho wemo
engqongileyo.
Umgangatho wobomi babantu uphucukile nanjengoko
siye saphanga satshabalalisa indalo esingqongileyo.
Ukudibanisa uninzi lwezifundo okanye ubungcali
obuchwephesha kwindlela yokujonga ingxaki yesihloko.
Ibandakanya indibaniselwano yezifundo ezininzi zibe
ngumsebenzi omnye. Itsala ulwazi oluvela kwamanye
amacandelo anjengenzululwazi yezentlalo, i-
anthropology, isayikholoji, ezoqoqosho, njl. Kumalunga
nokudala into ngokucinga ukunqumla imida.
Ngaba ukuphononongwa kwengcamango
efanelekileyo, umba okanye ingxaki edibanisa iimbono
zamacandelo amaninzi ukwenzela ukudibanisa ulwazi
olutsha kunye nokuqonda okunzulu kumava obomi
bokwenyani .
Isifundo esinye sifundiswa kwiqela lonke ngoxa
kuhlangatyezwana neemfuno zomntwana ngamnye.
Ukufundisa amanqanaba amaninzi yindlela
esebenzayo yokufundisa kwaye ifuna ixesha elincinci
kunomyalelo owahlukileyo.
Ibandakanya ukuyila nokuphuhlisa, kunye nokuvavanya
iindleko kunye nokusebenza kakuhle.
Ngaba yinkqubo eqhubekayo yophuhliso lokuchaza oko
umntu akuxabisayo (into umntu akholelwa ukuba
ibaluleke kakhulu kunye neyona nto ayikhathaleleyo),
kunye nendlela umntu aziphatha ngayo kwezo
zixabiso kubomi bemihla ngemihla.

Ukulungisa ingxaki
Amava ngezandla
Ubuchule benkulungwane yama-21
Imibutho yolwazi
Abafundi abavayo
Abafundi ababonwayo
Abafundi ababambekayo
Ubukrelekrele besithuba
esibonakalayo
Ubukrelekrele bolwimi
ngomlomo
EED2601/101
Isenzo sokuchaza ingxaki; ukufumanisa unobangela
wengxaki; ukuchonga, ukubeka phambili, kunye
nokukhetha ezinye iindlela zesisombululo; kunye
nokuphumeza isisombululo.
Ulwazi okanye ubuchule umntu abufumana
ngokwenza into kunokuba afunde nje ngayo.
Kungaphezu kolwazi okanye ubuchule kuphela.
zibandakanya ukukwazi ukuhlangabezana
neemfuno ezintsonkothileyo, ngokutsala kunye
nokudibanisa izibonelelo zentlalo yoluntu
(kubandakanywa nezakhono kunye nesimo
sengqondo) kwimeko. Umzekelo, ukulungiselela
abafundi umsebenzi, ubumi kunye nobomi
kwinkulungwane yama-21 ngumsebenzi omkhulu
kakhulu. Ukudityaniswa kwehlabathi, ukuqhubela
phambili kobuchwepheshe, kunye nemingeni
yehlabathi jikelele yokusingqongileyo, yezopolitiko
nezoqoqosho zonke zifuna ukufunyaniswa kolwazi
olutsha nezakhono ngabafundi.
Uluntu oluvelisa, olwabelanayo, nolwenze
lufumaneke kuwo onke amalungu oluntu ulwazi
olunokuthi lusetyenziswe ukuphucula imeko yoluntu.
Isimbo sokufunda apho umntu afunda
ngokufanelekileyo ngokumamela
Ngaba luhlobo lwesimbo sokufunda apho abafundi
bakhetha ukusebenzisa imifanekiso, iigrafiki, imibala
kunye neemephu ukunxibelelana ngezimvo
neengcinga.
Luhlobo lwesimbo sokufunda apho abafundi
kufuneka bachukumise okanye bazame into ethile
ukuze bafunde eyona nto ibhetele.
Ngaba amandla okubona ihlabathi elibonwayo
ngokuchanekileyo, kunye/okanye ukwenza iinguqu
kunye nohlengahlengiso kwiimbono, ukwakha umelo
lwengqondo lolwazi olubonwayo, kunye
nokusebenzisa umelo ukwenza imisebenzi kudla
ngokuthathwa njengobukrelekrele bendawo.
Ngaba kuluhlobo lobukrelekrele oluvumela abantu
ukuba banxibelelane ngcono ngolwimi. Umzekelo,
abafundi ababonakalisa olu hlobo lobukrelekrele
bayakwazi ukuqonda nokusebenzisa amagama
nolwimi.
27
Ubukrelekrele obusengqiqweni
Ubukrelekrele
bomzimba/kinaesthetic
Ubukrelekrele bomculo/isingqisho
Ubukrelekrele babantu
Ubukrelekrele bomntu
Ubukrelekrele bendalo
Iindawo zokulondoloza indalo
Terra nullias
Izityalo ezihlaselayo
zamanye amazwe
Isifo esingasuleliyo
Izifo ezosulelayo
28
Sisakhono sokucinga ngocazululo, ngocwangco
okanye ngendlela ebonakalayo kunye/okanye ukwenza
imisebenzi enxulumene nemathematika. Umzekelo,
abafundi ababonisa olu hlobo lobukrelekrele bayakwazi
ukusebenzisa ingqondo, ingqiqo namanani .
Ngaba Amandla okulawula izinto kunye nokusebenzisa
izakhono ezahlukeneyo zomzimba. Umzekelo,
Kubandakanya amandla afana nokunakana kunye
nokusetyenziswa kweepateni zesingqisho kunye
nethoni, kunye novakalelo kwizandi ezisuka kwimo
engqongileyo, kwilizwi lomntu, kunye nezixhobo
zomculo. Umzekelo, abafundi ababonakalisa olu hlobo
lobukrelekrele banamandla okuxabisa nokuvelisa
umculo, njengoko betyekele emculweni yaye becinga
ngezandi, izingqisho neepateni.
Ngaba ukukwazi komntu ukunxulumana kakuhle
nabantu kunye nokulawula ubudlelwane. Umzekelo,
abafundi ababonakalisa olu hlobo lobukrelekrele
bayakwazi ukunxulumana nokuqonda abanye.
Ubukrelekrele obubandakanyekayo ekuziqondeni
nasekuzicingeni, ubuchule bomntu, iinjongo zakhe,
njalo njalo.
Umzekelo, abafundi ababonakalisa olu hlobo
lobukrelekrele bayakwazi ukuzihlaziya
nokuqaphela imeko yabo yangaphakathi.
Sisakhono sokuchonga, ukwahlula kunye nokulawula
izinto ezisingqongileyo, izinto, izilwanyana okanye
izityalo.
indawo yomhlaba ikwazile ukugcina izityalo zayo,
izilwanyana kunye nembonakalo yayo.
ibhekisa ekungahlali mntu, okungenanto kunye
nokungasetyenziswanga.
ibhekisa kwiZityalo eziziswe eMzantsi Afrika zisuka
kwamanye amazwe, ngenjongo nangempazamo,
ezidala umonakalo ebantwini, kokusingqongileyo
okanye kwezoqoqosho. Ngaphandle kweentshaba
zendalo, ezi zityalo ziyazala kwaye zinwenwe
ngokukhawuleza, zithatha amanzi axabisekileyo kunye
nendawo kwizityalo zethu zemveli.
zizifo ezingapheliyo azidluliselwa komnye umntu.
zizifo ezingapheliyo zisuka komnye umntu ziye komnye.
 EED2601/101

Iintlobo-ntlobo zezinto eziphilayo ligama elidityanisiweyo leentlobo ngeentlobo zezinto

eziphilayo eziseMhlabeni ngazo zonke iintlobo zazo

Inkqubo yendalo ngummandla wejografi apho izityalo, izilwanyana,

Iindawo zokulondoloza indalo
Ukufunda ngenkuthalo
nezinye izinto eziphilayo, kwanemozulu nenkangeleko
yomhlaba, zisebenzisana ukuze zenze iqamza lobomi .
indawo yomhlaba ikwazile ukugcina izityalo zayo,
izilwanyana kunye nembonakalo yayo.
indlela yokufundisa ebandakanya ukubandakanya
abafundi ngokukhutheleyo ngemathiriyeli yekhosi
ngeengxoxo, ukusombulula iingxaki,

Umthathi-nxaxheba okhutheleyo ibhekisa kwinkqubo enemfundo yabafundi kwiziko layo.

Ukufunda ngenkuthalo kugxininisa kwindlela abafundi
abafunda ngayo, hayi nje koko bakufundayo. Abafundi
bayakhuthazwa ukuba 'bacinge nzima', kunokuba
bafumane ulwazi oluvela kutitshala bengenzi nto.

Imfundo yokwenyani ibhekisa kwiintlobo ngeentlobo zeendlela zemfundo

nokufundisa ezijolise ekudibaniseni oko abafundi
bakufundiswayo esikolweni kwimiba yelizwe
lokwenyani, iingxaki, kunye nokusetyenziswa. Umbono
osisiseko kukuba abafundi banokuba nomdla koko
bakufundayo, bakhuthazeke ngakumbi ukuba bafunde
iikhonsepthi ezintsha kunye nezakhono, kwaye
bakulungele ngakumbi ukuphumelela ekholejini,
kwimisebenzi, kunye nokuba badala ukuba oko
bakufundayo kufana neemeko zobomi bokwenyani,
ibaxhobisa ngezakhono ezisebenzayo neziluncedo,
kwaye ijongane nezihloko ezifanelekileyo
nezisebenzayo kubomi babo ngaphandle kwesikolo.
Ukusasazwa ibhekisa kwisenzo okanye kwinyani yokusasaza into,
ngakumbi ulwazi, ngokubanzi.
Umbhexeshi kubhekisa kumntu onceda ekuziseni iziphumo (ezifana
nokufunda, imveliso, okanye unxibelelwano)
ngokunikezela ngokungangqalanga okanye okujolise
kumfundi.

Igxile kumfundi ibhekisa kwindlela ejonga abafundi njengee-arhente

ezisebenzayo. Bazisa ulwazi lwabo, amava exesha
elidlulileyo, imfundo, kunye nezimvo - kwaye oku
kunefuthe kwindlela abaluthatha ngayo ulwazi olutsha
kwaye bafunde.

29
Ucalucalulo ligama elisetyenziswa eMzantsi Afrika ukuchaza
umgaqonkqubo okanye inkqubo yocalucalulo
ngokobuhlanga .
Inkcubeko phakathi ukulima ngaxeshanye izityalo ezibini nangaphezulu
kwisiza esinye
Taboo ichazwa njengento yazo zonke iimeko apho izimo
zengqondo zokuziphatha zibonakaliswa ngokwendlela
yokuziphatha eyingozi. I-taboo inento yokwenza
"nobungcwele", into enokuthi "yalelwe", inokusebenza
"kumntu" okanye "into" kwaye inokuchaza izinto
"eziziimpawu" okanye "ezizinikeleyo"

30

ISIXHOSA: ULUHLU LWEENKCAZELO
Amagama/iingcinga eziphambili Inkcazo/ingcaciso
Imfundo ngokusingqongileyo
Umbhida wokusingqongileyo
Iinkqubo ezininzi
Ngaphakathi koluleko
Trans-ululeko
Isicwangciso esinamanqanaba
amaninzi
Uphuhliso lwenkqubo
Ukucaciswa kwemilinganiselo
EED2601/101
Imfundo ngendalo esingqongileyo yinkqubo apho
kufunyanwa khona okuxabisekileyo kuze kucaciswe
iikhonsepthi ukuze kuphuhliswe izakhono nezimo
zengqondo ezinxulumene nokuxatyiswa kobudlelwane
phakathi komntu, inkcubeko yakhe kunye
nokusingqongileyo kwebhayoloji yakhe. Imfundo
ngokusingqongileyo ikwabandakanya ukwenziwa
kwezigqibo kunye nokuqulunqwa komgaqo
wokuziphatha wobuqu kwimiba echaphazela
umgangatho wemo engqongileyo.
Umgangatho wobomi babantu uphucukile nanjengoko
siye saphanga satshabalalisa indalo esingqongileyo.
Ukudibanisa uninzi lwezifundo okanye ubungcali
obuchwephesha kwindlela yokujonga ingxaki yesihloko.
Ibandakanya indibaniselwano yamacandelo ezifundo
ezininzi kumsebenzi omnye. Itsala ulwazi oluvela
kwamanye amacandelo afana nesosiyoloji, i-
anthropology, isayikholoji, ezoqoqosho, njalo njalo.
Imalunga nokudala into ngokucinga ukunqumla imida.
Ngaba ukuphononongwa kwengcamango efanelekileyo,
umba okanye ingxaki edibanisa iimbono zamacandelo
amaninzi ukwenzela ukudibanisa ulwazi olutsha kunye
nokuqonda okunzulu kumava obomi bokwenyani .
Isifundo esinye sifundiswa kwiqela lonke ngoxa
kuhlangatyezwana neemfuno zomntwana ngamnye.
Ukufundisa amanqanaba amaninzi yindlela esebenzayo
yokufundisa kwaye ifuna ixesha elincinci kunomyalelo
owahlukileyo.
Kubandakanya ukuyila kunye nokuphuhlisa, kunye
nokuvavanya iindleko kunye nokusebenza kakuhle.
Ngaba yinkqubo eqhubekayo yophuhliso lokuchaza oko
umntu akuxabisileyo (into umntu akholelwa ukuba
ibaluleke kakhulu kwaye yintoni ayikhathalele kakhulu),
kunye nendlela owenza ngayo ezo zixabiso kubomi
bemihla ngemihla.
31
Ukulungisa ingxaki
Amava ngezandla
Ubuchule benkulungwane yama-
21
Imibutho yolwazi
Abafundi abavayo
Abafundi ababonwayo
Abafundi ababambekayo
Ubukrelekrele besithuba
esibonakalayo
Ubukrelekrele bolwimi
ngomlomo
32
Isenzo sokuchaza ingxaki; ukufumanisa unobangela
wengxaki; ukuchonga, ukubeka phambili, kunye
nokukhetha ezinye iindlela zesisombululo; kunye
nokuphumeza isisombululo.
Ulwazi okanye ubuchule umntu abufumana
ngokwenza into kunokuba afunde nje ngayo.
Aare ngaphezu kolwazi okanye izakhono kuphela.
zibandakanya ukukwazi ukuhlangabezana neemfuno
ezintsonkothileyo, ngokutsala kunye nokudibanisa
izibonelelo zentlalo yoluntu (kubandakanywa
nezakhono kunye nesimo sengqondo) kwimeko.
Umzekelo, ukulungiselela abafundi umsebenzi, ubumi
kunye nobomi kwinkulungwane yama-21 ngumsebenzi
omkhulu kakhulu. Ukudityaniswa kwehlabathi,
ukuqhubela phambili kobuchwepheshe, kunye
nemingeni yehlabathi jikelele yokusingqongileyo,
yezopolitiko nezoqoqosho zonke zifuna ukufunyaniswa
kolwazi olutsha nezakhono ngabafundi.
Imibutho evelisa, eyabelana, kwaye yenza ukuba
ifumaneke kuwo onke amalungu oluntu ulwazi
olunokuthi lusetyenziswe ukuphucula imeko yoluntu.
Isimbo sokufunda apho umntu afunda ngokufanelekileyo
ngokumamela
Ngaba luhlobo lwesimbo sokufunda apho abafundi
bakhetha ukusebenzisa imifanekiso, iigrafiki, imibala
kunye neemephu ukunxibelelana ngezimvo
neengcinga.
Luhlobo lwesimbo sokufunda apho abafundi kufuneka
bachukumise okanye bazame into ethile ukuze bafunde
eyona nto ibhetele.
Ngaba amandla okubona ihlabathi elibonwayo
ngokuchanekileyo, kunye/okanye ukwenza iinguqu
kunye nohlengahlengiso kwiimbono, ukwakha umelo
lwengqondo lolwazi olubonwayo, kunye nokusebenzisa
umelo ukwenza imisebenzi kudla ngokuthathwa
njengobukrelekrele bendawo.
Ngaba kuluhlobo lobukrelekrele oluvumela abantu
ukuba banxibelelane ngcono ngolwimi. Umzekelo,
abafundi ababonakalisa olu hlobo lobukrelekrele
bayakwazi ukuqonda nokusebenzisa amagama
nolwimi.
 EED2601/101

Ubukrelekrele Sisakhono sokucinga ngocazululo, ngocwangco okanye

obusengqiqweni ngendlela ebonakalayo kunye/okanye ukwenza imisebenzi
enxulumene nemathematika. Umzekelo, abafundi ababonisa
olu hlobo lobukrelekrele bayakwazi ukusebenzisa ingqiqo,
ingqiqo kunye namanani .
Ubukrelekrele Ngaba Amandla okulawula izinto kunye nokusebenzisa
bomzimba/kinaesthetic izakhono ezahlukeneyo zomzimba. Umzekelo,
Ubukrelekrele Kubandakanya amandla afana nokunakana kunye
bomculo/isingqisho nokusetyenziswa kweepateni zesingqisho kunye nethoni,
kunye novakalelo kwizandi ezisuka kwimo engqongileyo,
kwilizwi lomntu, kunye nezixhobo zomculo. Umzekelo,
aBafundi ababonakalisa olu hlobo lobukrelekrele banamandla
okuxabisa nokuvelisa umculo, njengoko betyekele emculweni
kwaye becinga ngezandi, izingqisho kunye neepateni.
Ubukrelekrele babantu Ngaba ukukwazi komntu ukunxulumana kakuhle nabantu
kunye nokulawula ubudlelwane. Umzekelo, Abafundi
ababonakalisa olu hlobo lobukrelekrele bayakwazi
ukunxulumana nokuqonda abanye.
Ubukrelekrele bomntu Ubukrelekrele obubandakanyekayo ekuziqondeni
nasekuzicingeni, ubuchule bomntu, iinjongo zakhe, njalo njalo.
Umzekelo, aBafundi ababonakalisa olu hlobo lobukrelekrele
banobuchule bokukwazi ukuzihlaziya nokuqaphela imeko yabo
yangaphakathi.

Ubukrelekrele bendalo Sisakhono sokuchonga, ukwahlula kunye nokulawula izinto

ezisingqongileyo, izinto, izilwanyana okanye izityalo.
Iindawo indawo yomhlaba ikwazile ukugcina izityalo zayo, izilwanyana
zokulondoloza indalo kunye nembonakalo yayo.
Terra nullias Ibhekisa ekungahlali mntu, okungenanto kunye
nokungasetyenziswa kakuhle.
Izityalo ibhekisa kwiZityalo eziziswe eMzantsi Afrika zisuka kwamanye
ezihlaselayo amazwe, ngenjongo nangempazamo, ezidala umonakalo
zamanye amazwe ebantwini, kokusingqongileyo okanye kwezoqoqosho.
Ngaphandle kweentshaba zendalo, ezi zityalo ziyazala kwaye
zinwenwe ngokukhawuleza, zithatha amanzi axabisekileyo
kunye nendawo kwizityalo zethu zemveli.

Isifo esingasuleliyo zizifo ezingapheliyo azidluliselwa komnye umntu.

Izifo ezosulelayo zizifo ezingapheliyo zisuka komnye umntu ziye komnye.

Iintlobo-ntlobo zezinto ligama elidityanisiweyo leentlobo ngeentlobo zezinto eziphilayo

eziphilayo eziseMhlabeni ngazo zonke iintlobo zazo

33
Inkqubo yendalo ngummandla wejografi apho izityalo, izilwanyana, nezinye
izinto eziphilayo, kwanemozulu nenkangeleko yomhlaba,
zisebenzisana ukuze zenze iqamza lobomi .
Iindawo indawo yomhlaba ikwazile ukugcina izityalo zayo, izilwanyana
zokulondoloza indalo kunye nembonakalo yayo.
Ukufunda ngenkuthalo indlela yokufundisa ebandakanya ukubandakanya abafundi
ngokukhutheleyo ngemathiriyeli yekhosi ngeengxoxo,
ukusombulula iingxaki,
Umthathi-nxaxheba ibhekisa kwinkqubo yokufunda kwabafundi kwiziko layo.
okhutheleyo Ukufunda ngenkuthalo kugxininisa kwindlela abafundi
abafunda ngayo, hayi nje koko bakufundayo. Abafundi
bayakhuthazwa ukuba 'bacinge nzima', kunokuba bafumane
ulwazi oluvela kutitshala bengenzi nto.

Imfundo yokwenyani ibhekisa kwiindidi ngeendidi zeendlela zokufundisa

nokufundisa ezigxile ekudibaniseni oko abafundi
bakufundiswayo esikolweni kwimiba yelizwe lokwenyani,
iingxaki, kunye nokusetyenziswa. Umbono osisiseko kukuba
abafundi banokuba nomdla koko bakufundayo, bakhuthazeke

ngakumbi ukuba bafunde iikhonsepthi ezintsha kunye

nezakhono, kwaye bakulungele ngakumbi ukuphumelela
ekholejini, kwimisebenzi, kunye nokuba badala ukuba oko
bakufundayo kutyhila iimeko zobomi bokwenyani, ibaxhobisa
ngezakhono ezisebenzayo neziluncedo, kwaye ijongane
nezihloko ezifanelekileyo nezisebenzayo kubomi babo
ngaphandle kwesikolo.
Ukusasazwa ibhekisa kwisenzo okanye kwinyani yokusasaza into, ngakumbi
ulwazi, ngokubanzi.
Umbhexeshi ibhekisa kumntu onceda ekuziseni isiphumo (efana nokufunda,
imveliso, okanye unxibelelwano) ngokubonelela
ngokungangqalanga okanye ngokujoliswe kuMfundi.

Igxile kumfundi ibhekisa kwindlela ejonga abafundi njengee-arhente

ezisebenzayo. Bazisa ulwazi lwabo, amava exesha elidlulileyo,
imfundo, kunye nezimvo - kwaye oku kunefuthe kwindlela
abaluthatha ngayo ulwazi olutsha kwaye bafunde.

Ucalucalulo Ligama elisetyenziswa eMzantsi Afrika ukuchaza

umgaqonkqubo okanye inkqubo yocalucalulo ngokobuhlanga .

Inkcubeko phakathi ukulima ngaxeshanye izityalo ezibini nangaphezulu kwisiza

esinye

34
 EED2601/101

Taboo Ichazwa njengelungu lazo zonke iimeko apho indlela yokujonga

izinto ezixabisekileyo ibonakaliswa ngokwendlela
yokuziphatha eyingozi. Isinyanzelo sinento yokwenza
“nobungcwele”, into enokuthi “yalelwe”, sisenokusebenza
“kumntu” okanye “kwinto” kwaye sinokuchaza izinto
“eziziziqalelo” okanye “ezizinikeleyo”

35
SESOTHO: LETS'OANELO
Mantsoe a Tlhaloso/tlhaloso
bohlokoa/likhopolo

Thuto ka tikoloho Thuto ka tikoloho ke ts'ebetso eo ka eona litekanyetso li

sibolloang le mehopolo e hlalosoang ho nts'etsapele litsebo le
maikutlo a amanang le kananelo ea likamano lipakeng tsa
motho, setso sa hae le tikoloho ea hae ea bophelo. Thuto ea
tikoloho e boetse e kenyelletsa tloaelo ea ho etsa liqeto le ho
theha melao ea boitšoaro ea botho litabeng tse amang boleng
ba tikoloho.

Pherekano ea tikoloho Bophelo ba batho bo ntlafetse le ha re ntse re tlatlapa le ho

senya tikoloho ea lefatše.

Litloaelo tse ngata Ho kopanya litsebi tse 'maloa tsa thuto kapa tsa setsebi ka
mokhoa oa ho rarolla bothata ba sehlooho.

Inter-disciplinary E kenyelletsa ho kopanya mekhoa e mengata ea thuto ho etsa

ketsahalo e le 'ngoe. E fumana tsebo ho tsoa mafapheng a
mang a 'maloa joalo ka thuto ea kahisano, thuto ea batho,
saekholoji, moruo, joalo-joalo. E mabapi le ho theha ntho ka ho
nahana ho feta meeli.
Trans-disciplinary Ke ho hlahloba mohopolo o nepahetseng, taba kapa bothata
bo kopanyang maikutlo a mekhoa e mengata e le ho
hokahanya tsebo e ncha le kutloisiso e tebileng ho liphihlelo
tsa sebele tsa bophelo.
Leano la maemo a Thuto e le ’ngoe e rutoa ho sehlopha sohle ha ho ntse ho
mangata finyella litlhoko tsa ngoana ka mong. Thuto ea maemo a
mangata ke mokhoa o atlehang oa ho ruta 'me o hloka nako e
fokolang ho feta thuto e arohaneng.

Ntlafatso ea ts'ebetso E na le ho rala le ho ntlafatsa, hammoho le ho lekola

litšenyehelo le katleho.
Ho hlakisa litekanyetso Ke ts'ebetso e tsoelang pele ea tsoelo-pele ea ho hlalosa seo
motho a se nkang e le sa bohlokoa (seo motho a lumelang
hore ke sa bohlokoa ka ho fetisisa le seo a se tsotellang
haholo), le hore na o itšoara joang ho latela litekanyetso tseo
bophelong ba letsatsi le letsatsi.
Ho rarolla mathata Ketso ya ho hlalosa bothata; ho fumana sesosa sa bothata; ho
tsebahatsa, ho beha pele, le ho khetha mekhoa e meng
bakeng sa tharollo; le ho kenya tshebetsong tharollo.

36
 EED2601/101

Liphihlelo tsa matsoho Tsebo kapa bokgoni boo motho a bo fumanang ka ho etsa ntho e
itseng ho ena le ho bala ka yona feela.

Bokhoni ba lekholong la Aare feta feela tsebo kapa bokgoni. li kenyelletsa bokhoni ba
bo21 la lilemo ho fihlela litlhoko tse rarahaneng, ka ho sebelisa le ho bokella
lisebelisoa tsa kelello (ho kenyeletsoa litsebo le maikutlo)
maemong a itseng. Mohlala, ho lokisetsa baithuti mosebetsi,
boahi le bophelo lekholong la bo21 la lilemo ke
mosebetsi o moholo. Ho ikopanya ha lichaba tsa lefatše,
tsoelo-pele ea theknoloji, le liqholotso tsa lefatše ka bophara
tsa tikoloho, lipolotiki le moruo kaofela li hloka hore baithuti ba
fumane tsebo le litsebo tse ncha.

Mekhatlo ea tsebo Mekhatlo e hlahisang, e arolelanang, le ho etsa hore litho

tsohle tsa sechaba li fumane tsebo e ka sebelisoang ho
ntlafatsa maemo a batho.

Baithuti ba kutlo Mokhoa oa ho ithuta oo motho a ithutang ka bokhabane ka ho

mamela
Baithuti ba pono Ke mofuta oa mokhoa oa ho ithuta oo baithuti ba khethang ho
sebelisa litšoantšo, litšoantšo, mebala le limmapa ho fetisa
mehopolo le mehopolo.
Baithuti ba mahlahahlaha Ke mofuta oa mokhoa oa ho ithuta oo baithuti ba hlokang ho
ama kapa ho leka ho hong hore ba ithute mohopolo hantle.

Bohlale bo bonahalang ba Na bokhoni ba ho lemoha lefatše la pono ka nepo, le/kapa ho

sebaka etsa liphetoho le litokiso holim'a maikutlo, ho aha likeletso tsa
kelello tsa tlhaiso-leseling e bonoang, le ho sebelisa lits'oants'o
ho etsa mesebetsi hangata ho nkuoa e le bohlale ba
sepakapaka.

Bohlale ba puo ea Ke mofuta oa bohlale o nolofalletsang batho ho buisana

mantsoe hamolemo ka puo. Mohlala, baithuti ba bonts'ang mofuta ona
oa bohlale ba na le bokhoni ba ho utloisisa le ho sebelisa
mantsoe le puo.

Bohlale bo utloahalang Ke bokhoni ba ho nahana ka ho sekaseka, ka mokhoa o

hlophisehileng kapa o sebetsang le/kapa ho etsa mesebetsi e
amanang le lipalo. Mohlala, Baithuti ba bonts'ang mofuta ona
oa bohlale ba na le bokhoni ba ho sebelisa mabaka, mabaka le
linomoro .
Bohlale ba Ke bokhoni ba ho laola lintho le ho sebelisa tsebo e fapaneng
mmele/kinaesthetic ea 'mele. Ka mohlala,

37
Bohlale ba mmino/
morethetho
Bohlale ba batho
Bohlale ba ka hare ho
motho
Bohlale ba tlhaho
Libaka tsa polokelo ea
lintho tsa tlhaho
Li- nullias tse ntle
Limela tse sa tloaelehang
tse hlaselang
Boloetse bo sa
tšoaetsanoeng
Mafu a tšoaetsanoang
Mefuta-futa ea lihloliloeng
Ecosystem
Libaka tsa polokelo ea
lintho tsa tlhaho
38
E kenyelletsa bokhoni bo kang temoho le tšebeliso ea
lipaterone tsa morethetho le molumo, hammoho le
kutloelobohloko ea melumo e tsoang tikolohong, lentsoe la
motho, le liletsa tsa mmino. Mohlala, Barutwana ba bontshang
mofuta ona wa bohlale ba na le bokgoni ba ho ananela le ho
hlahisa mmino, kaha ba rata mmino mme ba nahana ka
medumo, morethetho le dipaterone.
Ke bokhoni ba motho ba ho sebelisana hantle le batho le ho
laola likamano. Mohlala, Baithuti ba bonts'ang mofuta ona oa
bohlale ba na le bokhoni ba ho amana le ho utloisisa ba bang.
Bohlale bo amehang ho ikutloisisang le ho inahaneleng ha
motho, litsebo tsa hae, merero ea hae, joalo-joalo. Mohlala,
Baithuti ba bonts'ang mofuta ona oa bohlale ba na le bokhoni
ba ho itlhahloba le ho hlokomela boemo ba bona ba kahare.
Ke bokhoni ba ho khetholla, ho hlophisa le ho laola likarolo tsa
tikoloho, lintho, liphoofolo kapa limela.
Karolo ea naha e ile ea khona ho boloka limela, liphoofolo le
likarolo tsa eona tsa tlhaho.
E bua ka ho se be le baahi, ho se na letho le ho sa sebelisoeng
hantle.
E bolela Dimela tse tlisitsweng Afrika Borwa ho tswa dinaheng
tse ding, ka boomo le ka boomo, tse bakang kotsi ho batho,
tikolohong kapa moruong. Ntle le lira tsa tlhaho, limela tsena li
ikatisa le ho ata ka potlako, li nka metsi a bohlokoa le sebaka ho
tsoa limela tsa rona tsa matsoalloa.
Ke mafu a sa foleng ha a fetisetsoe ho motho e mong.
Ke mafu a sa foleng a fetisoa ho tloha ho motho ho ea ho
motho.
Ke lereo le kopanetsweng bakeng sa mefuta e fapaneng ya
ditshedi tse lefatsheng ka mefuta ya tsona
Ke sebaka seo limela, liphoofolo, le lintho tse ling tse phelang
ho sona, hammoho le boemo ba leholimo le ponahalo ea naha,
li sebetsang hammoho ho etsa pulu ea bophelo.
Karolo ea naha e ile ea khona ho boloka limela, liphoofolo le
likarolo tsa eona tsa tlhaho.
 EED2601/101

Ho ithuta ka mafolofolo mokhoa oa ho ruta o kenyelletsang ho kenya letsoho baithuti

ka mafolofolo ka litaba tsa thupelo ka lipuisano, ho rarolla
mathata.
Monkakarolo e bua ka mokhoa o nang le thuto ea baithuti setsing sa eona.
ya Ho ithuta ka mafolofolo ho shebana le tsela eo baithuti ba
mahlahahlaha ithutang ka eona, eseng feela ho seo ba ithutang sona. Baithuti
ba khothaletsoa ho 'nahana ka thata', ho fapana le ho amohela
litaba ho tsoa ho tichere ba sa etse letho.

Thuto ea 'nete e bua ka mefuta e mengata e fapaneng ea mekhoa ea thuto le

thuto e tsepamisitseng maikutlo ho hokahaneng seo baithuti ba
se rutoang sekolong le litaba tsa lefatše la 'nete, mathata le
ts'ebeliso. Taba ea mantlha ke hore ho ka etsahala hore
baithuti ba be le thahasello ho seo ba ithutang sona, ba
susumelletsehe haholoanyane ho ithuta likhopolo tse ncha le
litsebo tse ncha, ’me ba itokisetse hamolemo ho atleha
kolecheng, mesebetsing le ho ba batho ba baholo haeba seo
ba ithutang sona se bontša maemo a sebele a bophelo, e ba
hlomella ka litsebo tse sebetsang le tse molemo, le ho bua ka
lihlooho tse bohlokoa le tse sebetsang bophelong ba bona ba
kantle ho sekolo.
Phatlalatso e bolela ketso kapa nnete ya ho jala ntho e itseng, haholoholo
lesedi, ka bophara.
Motataisi e bolela motho ya thusang ho tlisa sephetho (jwalo ka ho
ithuta, tlhahiso, kapa puisano) ka ho fana ka tsela e sa tobang
kapa e shebaneng le Barutwana.
E tsepameng ho baithuti e bolela mokgwa wo o tadimago baithuti bjalo ka baemedi ba
mafolofolo. Ba tlisa tsebo ea bona, liphihlelo tsa nakong e
fetileng, thuto le mehopolo - 'me sena se ama tsela eo ba
nkang tlhahisoleseding e ncha le ho ithuta ka eona.
Apartheid ke lentsoe le sebedisoang Afrika Borwa ho hlalosa leano kapa
tsamaiso ya kgethollo kapa kgethollo ka lebaka la morabe.
Har'a meetlo mokgoa wa ho jala dijalo tse pedi kapa ho feta ka nako e le
nngwe sebakeng se le seng
Taboo e hlalosoa e le karolo ea maemo ohle ao ho ona maikutlo
mabapi le litekanyetso a hlahisoang ho latela boitšoaro bo
kotsi. Taboo e amana le "khalalelo", ntho e ka 'nang ea
"haneloa", e ka sebetsa ho "motho" kapa "ntho" mme e ka
hlalosa lintho tseo e leng "likarolo" kapa "tse nehetsoeng"

39
SEPEDI: TLHALOSO YA TLHALOSO
Mareo/dikgopolo tše Tlhaloso/tlhalošo
bohlokwa

Thuto ya tikologo Thuto ya tikologo ke tshepedišo yeo ka yona ditekanyetšo di

utollwago le dikgopolo di hlalošwa go hlabolla mabokgoni le
maikutlo ao a amanago le tebogo ya kamano magareng ga
motho, setšo sa gagwe le tikologo ya gagwe ya biophysical.
Thuto ya tikologo e akaretša gape mokgwa wa go tšea diphetho
le go hlama molao wa boitshwaro wa motho ka noši ditabeng
tšeo di amago boleng bja tikologo.

Phapano ya tikologo Boleng bja bophelo bja batho bo kaonefetše gaešita le ge re

thopile le go senya ditshepedišo tša tlhago tša tswalano ya
diphedi le tikologo ya tšona tša polanete.
Go ba le dikarolo tše Go kopanya go ikgetha ga mmalwa ga thuto goba ga
dintši profešenale mokgweng wa go rarolla bothata bja hlogotaba.

Magareng ga dithuto E akaretša kopanyo ya dithuto tše ntši tša thuto go ba mošomo
o tee. E tšea tsebo go tšwa mafapheng a mangwe a mmalwa
go swana le thuto ya leago, thuto ya batho, thuto ya monagano,
thuto ya ekonomi, bj.bj.Ke ka ga go hlola selo ka go nagana go
putla mellwane.

Go feta ga dithuto Ke go nyakišiša kgopolo ya maleba, taba goba bothata bjo bo

kopanyago dipono tša dithuto tše ntši ka nepo ya go
kgokaganya tsebo ye mpsha le kwešišo ye e tseneletšego le
maitemogelo a nnete a bophelo.
Leano la maemo a mantši Thuto e tee e rutwa sehlopha ka moka mola e dutše e
kgotsofatša dinyakwa tša motho ka o tee ka o tee tša ngwana
yo mongwe le yo mongwe. Go ruta maemo a mantši ke mokgwa
wo o šomago gabotse wa go ruta gomme o nyaka nako ye
nnyane go feta thuto ye e aroganego.

Tlhabollo ya tshepedišo E na le go hlama le go hlabolla, gammogo le go sekaseka

ditshenyegelo le bokgoni.
Tlhaloso ya ditekanyetšo Ke tshepedišo ye e tšwelago pele ya tlhabollo ya go hlaloša seo
motho a se tšeelago godimo (seo motho a dumelago gore se
bohlokwa kudu le seo a se hlokomelago kudu), le ka fao motho
a dirago ka ditekanyetšo tšeo bophelong bja letšatši le letšatši.

Go rarolla mathata Tiro ya go hlaloša bothata; go laetša sebaki sa bothata; go

šupa, go etiša pele, le go kgetha mekgwa ye mengwe ya
tharollo; le go phethagatša tharollo.

40
 EED2601/101

Maitemogelo a go dirwa Tsebo goba bokgoni bjo motho a bo hwetšago ka go dira selo
ka diatla se itšego go e na le go fo bala ka sona.

bokgoni bja ngwagakgolo Aare go feta tsebo goba bokgoni fela. di akaretša bokgoni bja
wa bo-21 go fihlelela dinyakwa tše di raraganego, ka go tšea le go
kgoboketša methopo ya tša monagano le tša leago (go
akaretšwa mabokgoni le maikutlo) ka gare ga seemo. Go fa
mohlala, go lokišetša baithuti mošomo, boagi le bophelo
ngwagakgolong wa bo 21 ke mošomo wo mogolo kudu. Go
ikopanya ga lefase ka bophara, tšwelopele ya theknolotši, le
ditlhohlo tša lefase ka bophara tša tikologo, dipolotiki le
ekonomi ka moka di nyaka go hwetša tsebo le mabokgoni a
maswa ke baithuti.
Ditšhaba tša tsebo Ditšhaba tšeo di tšweletšago, di abelanago, le go dira gore
maloko ka moka a setšhaba a hwetšagale tsebo yeo e ka
šomišwago go kaonafatša maemo a batho.
Baithuti ba go kwa Aa mokgwa wa go ithuta woo go wona motho ka noši a
ithutago ka bokgoni kudu ka go theeletša

Baithuti ba pono Ke mohuta wa mokgwa wa go ithuta wo baithuti ba ratago go

šomiša diswantšho, dikerafo, mebala le mebapa go fetišetša
dikgopolo le dikgopolo

Baithuti ba go kgoma Ke mohuta wa mokgwa wa go ithuta woo go wona baithuti ba

swanetšego go kgoma goba go leka selo se sengwe mmeleng
gore ba kgone go ithuta kgopolo yeo gabotse.
Bohlale bja sebaka bja Na bokgoni bja go lemoga lefase la pono ka nepagalo, le/goba
pono go dira diphetogo le diphetogo go ditemogo, go aga dikemedi
tša monagano tša tshedimošo ya pono, le go šomiša dikemedi
go phethagatša mediro gantši e tšewa bjalo ka bohlale bja
pono-sebaka.

Bohlale bja polelo bja Ke ka mohuta wa bohlale bjo bo kgontšhago batho ka bomong
molomo go boledišana gakaone ka polelo. Mohlala, baithuti bao ba
laetšago mokgwa wo wa bohlale ba na le bokgoni bja go
kwešiša le go šomiša mantšu le polelo.

Bohlale bjo bo kwagalago Ke bokgoni bja go nagana ka tshekatsheko, ka mokgwa wa

thulaganyo goba wo o šomago le/goba go dira mešomo ye e
amanago le dipalo. Go fa mohlala, Baithuti bao ba laetšago
mokgwa wo wa bohlale ba na le bokgoni bja go šomiša mabaka,
tlhaologanyo le dinomoro tša dinomoro.

Bohlale bja Ke bokgoni bja go laola dilo le go šomiša mabokgoni a go

mmele/kinaesthetic fapafapana a mmele. Mohlala,

41
Bohlale bja E akaretša bokgoni bjo bo bjalo ka go lemoga le go diriša
mmino/morethetho mekgwa ya morethetho le ya medumo, gotee le go kwa
medumo e tšwago tikologong, lentšung la motho le diletšo tša
mmino. Mohlala, Baithuti bao ba laetšago mokgwa wo wa
bohlale ba na le bokgoni bja go leboga le go tšweletša mmino,
ka ge ba sekametše mmino le go nagana ka medumo,
merethetho le dipaterone.
Bohlale bja go dirišana le Ke bokgoni bja motho bja go amana gabotse le batho le go laola
batho dikamano. Mohlala, Baithuti bao ba laetšago mokgwa wo wa
bohlale ba na le bokgoni bja go kgona go amana le ba bangwe
le go kwešiša.

Bohlale bja ka gare ga Bohlale bjo bo akaretšwago go ikwešiša le go naganišiša ka

motho motho, bokgoni bja gagwe, maikemišetšo a gagwe bjalobjalo.
Mohlala, Baithuti bao ba laetšago mokgwa wo wa bohlale ba na
le bokgoni bja go kgona go itlhagiša le go lemoga seemo sa
bona sa ka gare sa go ba.

Bohlale bja tlhago Ke bokgoni bja go hlaola, go hlopha le go laola dielemente tša
tikologo, dilo, diphoofolo goba dimela.
Dipolokelo tša tlhago pampišana ya naga e ile ya kgona go boloka dimela tša yona,
diphoofolo le dibopego tša yona tša kgonthe.
Terra nullias ya go swana e šupa go bao ba sa dulwago, bao ba se nago selo le bao ba sa
le yona šomišwego gabotse.
Alien hlasela dimela e šupa Dimela tšeo di tlišitšwego Afrika Borwa go tšwa
dinageng tše dingwe, ka boomo le ka go se ikemišetše, tšeo di
hlolago kotsi ya batho, tikologo goba ekonomi. Ka ntle le
manaba a tlhago, dibjalo tše di tšweletša gape le go phatlalala
ka lebelo, di tšea meetse a bohlokwa le sekgoba go tšwa
dibjalong tša rena tša setlogo.
Bolwetši bjo bo sa ke malwetši a sa folego ga a fetišetšwe go tšwa go motho go ya
fetelago go motho.
Malwetši a fetelago ke malwetši a sa folego a fetišetšwa go tšwa go motho go ya go
motho.
Mehutahuta ya diphedi ke lereo la kopanelo la mehutahuta ya bophelo Lefaseng ka
dibopego tša yona ka moka
Tshepedišo ya tswalano ke lefelo la thutafase leo go lona dimela, diphoofolo le diphedi
ya diphedi le tikologo ya tše dingwe, gotee le boemo bja leratadima le ponagalo ya naga,
tšona di šomago gotee go bopa bubble ya bophelo.

Dipolokelo tša tlhago pampišana ya naga e ile ya kgona go boloka dimela tša yona,
diphoofolo le dibopego tša yona tša kgonthe.

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Go ithuta ka mafolofolo mokgwa wa go ruta wo o akaretšago go tsenya baithuti ka

mafolofolo ka didirišwa tša thuto ka dipoledišano, tharollo ya
mathata.
Motšeakarolo yo a e šupa tshepedišo yeo e nago le thuto ya baithuti bogareng bja
mafolofolo yona. Go ithuta ka mafolofolo go lebišitše tlhokomelo go ka fao
baithuti ba ithutago ka gona, e sego fela go seo ba ithutago
sona. Baithuti ba hlohleletšwa go ‘nagana ka thata’, go e na le
go amogela tshedimošo ka go se dire selo go tšwa go morutiši.

Thuto ya kgonthe e šupa mekgwa e fapa-fapanego ya thuto le ya taetšo yeo e

lebišitšwego go kgokaganyeng seo barutwana ba se rutwago
sekolong le ditaba tša kgonthe, mathata le ditirišo. Kgopolo ya
motheo ke gore barutwana ba na le kgonagalo e kgolo ya go
kgahlegela seo ba ithutago sona, ba tutueletšege kudu go ithuta
dikgopolo tše difsa le bokgoni le go itokišeletša gakaone go
atlega kholetšheng, mešomong le bogolong ge e ba seo ba
ithutago sona se bonagatša diteng tša kgonthe tša bophelo, . e
ba hlomela ka mabokgoni a go šoma le ao a nago le mohola,
gomme e lebane le dihlogo tšeo di lego maleba le tšeo di
šomago maphelong a bona ka ntle ga sekolo.
Phatlalatšo e šupa tiro goba therešo ya go phatlalatša selo se itšego,
kudukudu tshedimošo, ka bophara.
Mofahloši e šupa motho yo a thušago go tliša sephetho (go swana le go
ithuta, tšweletšo, goba kgokagano) ka go fa ka tsela ye e sa
lebanyego goba ye e lebanego le Moithuti
Go tsepame go moithuti e šupa mokgwa wo o lebelelago baithuti bjalo ka baemedi ba
mafolofolo. Ba tliša tsebo ya bona, maitemogelo a nakong ye e
fetilego, thuto, le dikgopolo – gomme se se ama ka fao ba
tšeago tshedimošo ye mpsha le go ithuta ka gona.
Kgethollo ya Kgethollo ke lereo leo le šomišwago mo Afrika Borwa go hlaloša pholisi
goba tshepedišo ya kgethollo goba kgethollo ka mabaka a
morafe.
Magareng ga ditšo mokgwa wa go bjala dibjalo tše pedi goba go feta moo ka nako
e tee plotong e tee

Taboo e hlalošwa bjalo ka elemente ya maemo ka moka ao go ona

maikutlo a ditekanyetšo a tšweletšwago go ya ka maitshwaro a
kotsi. Tabu e na le selo se sengwe seo e se dirago le
“bokgethwa”, selo seo se ka bago “le ileditšwe”, e ka šoma go
“motho” goba go “selo” gomme e ka hlaloša dilo tšeo e lego
“dielemente’ goba “go ineela” .

©
UNISA 2024
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