Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location.
South Africa has been repeatedly ranked as one of the world's most dangerous countries due to its high level of violence. The country is currently facing a surge of violent protests, which is largely due to a lack of service delivery in communities. The frustration of citizens with the government's unfulfilled promises is a common reason for such protests. University students are also not immune to such violent protests, which often disrupt academic activities. These protests lead to injuries and damage to government buildings, causing harm to both the community and institutions. Additionally, violent protests have disastrous environmental repercussions affecting air quality, aquatic and marine ecosystems. To address this issue, the study suggests that environmental education should be intensified to sensitize the public about the effects of violent protests on the environment. Using the theoretical lens of frustration-aggression theory, the study explored the effects of violent protests in South Africa. The findings highlight the need for urgent action to address the root causes of violent protests, such as inadequate service delivery. The study also emphasizes the importance of raising awareness of the environmental impact of violent protests, and the need for environmental education to be prioritized in the country. By addressing these issues, it is hoped that violent protests will be reduced and a more peaceful and sustainable future can be achieved for South Africa.
The advent of the COVID-19 pandemic led to a total shutdown of global economies and education institutions to lessen the spread of the virus. Due to strict compliance with safety protocols, educational institutions were duty-bound to shift from traditional face-to-face to virtual classroom teaching and learning strategies. This new teaching approach was unanimously embraced and adopted by all institutions globally. The easing of COVID-19 restrictions has led to the re-opening of mainstream schools. As a result, the study focused on teaching strategies adopted by educators after the lockdown. This study employed an interpretive paradigm anchored on the opportunity to learn (OTL) theory. Teaching and learning strategy is one of the key variables grounded in the OTL. Critical issues emerged from this conceptual paper. Among these was the lack of uniform teaching and learning methods approved by the Department of Basic Education (DBE) in the post-COVID-19 era. The teaching approach adopted during the national shutdown mostly benefited learners from affluent homes, lack of digital learning and teaching support systems disadvantaged learners from poor communities. This study recommended, among others, the provision of adequate online teaching resources for implementing blended teaching and learning methods in South African schools. Keywords: Blended teaching approach, COVID-19 pandemic, Strategy, teaching and learning, South Africa
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