Determinants of effective environmental education policy in South African schools

Damoah, Benjamin; Omodan, Bunmi Isaiah

doi:10.1016/j.ijedro.2022.100206

Cited by 13 publications

(12 citation statements)

References 16 publications

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“…By incorporating wilding educational policies, students can be educated on the value and importance of the natural environment. This education can help students develop an understanding of how to utilise and preserve natural resources responsibly (Velempini & Ketlhoilwe, 2022; Damoah & Omodan, 2022). Furthermore, engaging students in wilding education can lead to a positive shift in their attitudes and behaviours towards the natural world (Žalėnienė & Pereira, 2021; Muraina, 2023).…”

Section: Changing and Challenging Botswana’s Education Systemmentioning

confidence: 99%

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

Matsagopane

2024

Aust. J. environ. educ.

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This paper examines the notion of wilding pedagogy and its potential for comprehensive transformation through educational policy. This paper argues that given current unsustainable human practices, significant changes can be achieved by aligning education and policy. This paper begins by defining wilding pedagogies and providing an overview of Botswana’s background and prospects. It contends that Botswana has the potential to enhance the quality of education by promoting active and transformative learning experiences. Furthermore, this policy can lead to improved academic performance by acknowledging cultural linkages, honouring land, returning to a holistic approach aligned with the principles of the wild in education.

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Section: Changing and Challenging Botswana’s Education Systemmentioning

confidence: 99%

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

Matsagopane

2024

Aust. J. environ. educ.

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“…Environmental policy in South Africa aims to conduct research into environmental issues like sustainability and environmental accountability and to integrate EE into teaching and learning so that students are prepared to become environmentally responsible citizens and future leaders (Cock & Fig, 2001;Kranz & Hönke, 2013). Although some schools have school-level EE policies that are supported by school governing body (SGB), teachers and principals struggle to understand the policy objective of EE as stated in curriculum assessment policy statements document due to its obscurity (Damoah & Omodan, 2022). Any educational policy's ability to be implemented successfully is largely dependent on the abilities of the instructors and the creation of a curriculum in the schools that has particular objectives and content that adheres to those objectives (Damoah & Adu, 2020).…”

Section: Environmental Education In South Africamentioning

confidence: 99%

Integration and effectiveness of formal environmental education in Africa and India: Review

Gebrekidan,

Gebremedhin

2024

EUR J SUSTAIN DEV RES

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Increasing environmental awareness, knowledge, attitudes, and motivation to address environmental challenges and improve the environment are the main goals of environmental education (EE). Using a goal-based, process-based education evaluation model and parameters like the integration of EE in environmental policy, the potential rich environmental content of the curriculum, and education about, in/through, and for the environment using secondary data, it was possible to evaluate the effectiveness of EE. With the exception of India, the legal evolution of EE across Africa, particularly after the Earth Submit Declaration, has been similar and attempted to be incorporated at the legislative level. In India and Tanzania, where EE is about, in/through, and for the environment practiced, it is integrated into the curriculum at all grade levels. These countries also tried to promote indigenous knowledge and practical-based education on local and global environmental aspects. Whereas in Ethiopia, in lower grades, EE is about the school and little in/through the environment and hardly for the environment, in South Africa, there is hardly any structured, harmonized, and effective practical implementation of EE. Due to fewer government concerns, generalized integration, a lack of a well-written strategy, and financial and technological constraints, EE in Africa is not applied, is ground-based and is ineffective. Therefore, it should incorporate EE in all subjects at all school levels and needs further study on the effectiveness of EE.

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“…Sebuah fenomena yang selalu menjadi topik perbincangan di lembaga pendidikan adalah tentang kebijakan, hal ini untuk mengeksplorasi cara-cara dimana kebijakan dapat diterjemahkan dan diberlakukan dalam praktik dengan baik (Thoma 2023). Kebijakan pendidikan harus memiliki karakteristik untuk mengukur kemanjuran dan implementasi, karena kontribusi masa depan siswa kepada masyarakat sangat bergantung pada jenis pendidikan yang mereka peroleh dalam membentuk karakteristik dan sistem kepercayaan (Damoah and Omodan 2022). Di negara-negara seperti Amerika, bahkan untuk meningkatkan pendidikan di semua tingkatan selalu mencerminkan berbagai tahap sejarah melalui berbagai kebijakan yang mempromosikannya sebagai prioritas utama (Alfaro-Ponce et al 2023).…”

Section: Pendahuluanunclassified

Analisis Kebijakan Pendidikan Agama Islam di Sekolah dan Madrasah: Dampaknya terhadap Pemahaman Agama, Nilai Moral, Psikologi dan Sosial

Maulidah,

Asy'arie,

Nurwahyuni

et al. 2024

jiip

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Kebijakan pendidikan agama islam merupakan kerangka regulasi yang mengatur pengajaran, kurikulum, dan praktik pendidikan agama Islam dalam sistem pendidikan suatu negara. Kebijakan ini bertujuan untuk menghantarkan pemahaman agama yang seimbang, nilai-nilai moral, psikologi, dan keberagaman dalam masyarakat. Penelitian ini memiliki tujuan untuk mengetahui dan mengalisis terkait kebijakan pendidikan agama Islam di sekolah dan madrasah serta dampaknya terhadap pemahaman agama, nilai moral, psikologi dan sosial pada siswa. Kemudian peneliti membatasi hanya pada jenjang pendidikan menengah pertama (SMP/MTs). Adapun jenis yang digunakan dalam penelitian ini yaitu menggunakan pendekatan kualitatif dengan metode kepustakaan (library research). Hasil dalam penelitian ini untuk menggali keterkaitan (1) Dampak kebijakan PAI di sekolah dan madrasah terhadap pemahaman agama siswa, (2) Dampak kebijakan PAI di sekolah dan madrasah terhadap nilai moral siswa, (3) Dampak kebijakan PAI di sekolah dan madrasah terhadap psikologi siswa, (4) Dampak kebijakan PAI di sekolah dan madrasah terhadap sosial siswa.

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Determinants of effective environmental education policy in South African schools

Cited by 13 publications

References 16 publications

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

Integration and effectiveness of formal environmental education in Africa and India: Review

Analisis Kebijakan Pendidikan Agama Islam di Sekolah dan Madrasah: Dampaknya terhadap Pemahaman Agama, Nilai Moral, Psikologi dan Sosial

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