An analysis of the policy coverage and examination of environmental-impact topics

Msezane, Sikhulile Bonginkosi

doi:10.4314/sajee.v.33i1.4

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Developing environmental literacy for sustainable development is a global concern with some of its responsibilities bestowed upon formal education, with the purpose of promoting individuals behavioural change towards a more sustainable lifestyles and practices (UNESCO, 2018). The need to develop environmental literacy arose out of concerns about environmental degradation, due to human behaviour globally (Ever, 2012;Msezane, 2017). This includes extensive population growth, increasing consumption patterns, inequality, poverty, the loss of biodiversity, land degradation, the high rate of waste generation and climate change, the list is endless, across developing and developed countries, rural and urban regions alike.…”

Section: Introductionmentioning

confidence: 99%

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Masemene¹,

Msezane

2021

Journal for the Education of Gifted Young Scientists

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This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude and skills components. The study further examined how the components promote sustainable behavioural change in rural schools. A qualitative multiple case study design, guided by the interpretivist paradigm was employed where three rural primary schools, from Sekhukhune District in Limpopo Province of South Africa were conveniently sampled. Data were collected through observations, document analysis, semi structured and focus group interviews. Three Grade 7 teachers each teaching Social Science, Natural Science and Technology, and 18 learners were purposively sampled to participate in semi structured and focus group interviews. Data were deductively and inductively analysed using content analysis. The findings revealed both nominal and functional environmental literacy levels of both teachers and learners, with limited contribution to sustainable behavioural change. The findings are attributed to teacher's lack of expertise in Environmental Education (EE) content; the limitations of a curricular framework in equally addressing the knowledge, attitude and skills components; and absence of policies and framework guiding sustainable behaviour. The study recommended reorienting and aligning the EE content curriculum with teachers' preservice training; ongoing in-service development and support; and the inclusion of polices that guide lifestyle and practices guiding sustainable behavioural change. This research provided insight into the progress of developing environmental literacy in rural primary schools.

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Section: Introductionmentioning

confidence: 99%

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Masemene¹,

Msezane

2021

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

show abstract

Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa

2021

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In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were collected from Grade 9 and Grade 11 secondary school learners by means of a close-ended questionnaire. The results revealed the important role played by school subjects such as Geography, Biology, and Life Orientation while other school subjects were less frequently acknowledged by the learners. The research also revealed the different sources of environmental learning, environmental awareness, as well as environmental problems that the learners were familiar with. However, in some instances, there were statistically significant differences between Grade 9 and Grade 11 learners, thus indicating differences in the learning content and the degree to which environmental education was taught in the different grades.

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An analysis of the policy coverage and examination of environmental-impact topics

Abstract: Abstract

Cited by 2 publications

References 5 publications

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa

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