Enhancing environmental education teaching skillsthrough in- service education and training

Prof Cheryl le Roux*Department of Further Teacher Education

University of South AfricaPO Box 392

UNISA 0003

SOUTH AFRICA

e-mail: lrouxcs@unisa.ac.za

Prof Johanna G FerreiraDepartment of Further Teacher Education

University of South AfricaPO Box 392

UNISA 0003

SOUTH AFRICA

e-mail: ferrejg@unisa.ac.za

* To whom correspondence should be addressed

ABSTRACT

The article reports on In-Service Education and Training (INSET)

workshops offered in Limpopo and Mpumalanga Provinces in the

field of environmental education. The purpose of these workshops

is to assist practising teachers to enhance their teaching skills

and to infuse environmental education in their teaching and

participate in solving environmental problems in their

communities. Aspects of the workshops were assessed using a

questionnaire which was completed by teachers on conclusion of

the workshops. This data is provided as well as recommendations

provided by the attendees. Although this is a case study report

where findings are usually not perceived to be generalisable, it

is believed that especially the participants= perceptions of and

recommendations for improving INSET opportunities could

substantially inform similar INSET initiatives.

Enhancing environmental education teaching skills

through in- service education and training

INTRODUCTION

If South African education is to keep pace with the changing

times and the responsibility of providing quality education for

all, then it must be recognised that the key person in the

restructuring task is the teacher (Hartshorne 1992:218). It thus

follows that teachers will need to adapt effectively to rapid and

pervasive changes in educational policy and the provision of

education as determined and directed by the educational

authorities, if the education system is to meet with success and

guarantee that children=s learning is underscored by the

principles of social justice, human rights, a healthy environment

and inclusivity (South Africa 2002:10).

Lotz-Sisitka and Raven (2001:31) point out that for teachers to

meaningfully contribute to the improvement of the quality of

1

education and inter alia, environmental learning, an open process

framework to guide environmental education practice amongst

teachers and learners is imperative. Such an open process

framework should be based on the Tirisano Campaign that aims to

encourage active learning through outcome-based education,

school-community links and the professional development of

teachers (South Africa 1999)

One method of addressing the need for the adjustment intimated,

is to provide in-service education and training (INSET)

opportunities for teachers to enable them to improve and update

their teaching expertise and knowledge. This article reports on

participants= opinions of a series of INSET workshops held in

Mpumalanga and Limpopo Province over a period of one year. The

focus is on participants= perceptions of the structure,

presentation and content of these workshops. The shortcomings

and benefits of such programmes, the organisation and delivery of

programmes and the application value of the content of these

workshops are also addressed.

2

IN-SERVICE EDUCATION AND TRAINING (INSET)

According to Bagwandeen and Louw (1993:18) INSET endeavours to

provide efficient and cost-effective programmes that will ensure

the continuing education and professional development of

teachers, whether they are unqualified, underqualified or

qualified. In the past it was accepted that initial training

sufficiently equipped teachers for a lifelong career in

education. However, this is undeniably no longer the case since

the current perception is that a teacher=s Atraining@ should

occur throughout his or her entire career (Morant 1981: ix).

Siddiqui (1991:9) supports this view claiming that the purpose of

INSET is to promote the continuous growth of teachers. The role

of INSET in assisting teachers to adjust to shifting educational

demands needs to be acknowledged and in the current situation

where the provision of education in South Africa has entered a

new era, it certainly fulfills a decisive role in empowering the

existing teaching corps to meet the challenges of the new

3

education dispensation. Consequently INSET should not be viewed

as an isolated or chance event in a teacher=s career, but as an

on-going and continuous occurrence essential for educational and

professional efficiency. Similarly, one should be wary of

regarding INSET as a tool to effect Acrisis management@ and

rather as an opportunity for continuing professional development.

To this end, INSET programmes have been offered to practising

teachers in approximately 14 rural communities in four of South

Africa=s nine provinces, namely North-West Province, Mpumalanga,

Kwa-Zulu Natal and Limpopo Province. The project, known as the

Science Outreach Project, aims to re-skill teachers particularly

in four fields of study, namely the natural sciences, technology

education, mathematics and environmental education. The

investigation in this article contemplates the in-service

workshops in the field of environmental education.

THE STATUS OF ENVIRONMENTAL EDUCATION IN CURRICULUM 2005

4

The Department of Education has acknowledged the need to increase

the focus on environmental education within formal education

(Wagiet 2002:27). The National Environmental Education Programme

for General Education and Training (NEEP-GET) was established to

advance environmental education within the curriculum. The vision

of the NEEP-GET is to A...provide an integrated educational

framework for environmental enhancement, and sustainable

development through co-operative governance@ (Wagiet 2002:29).

This implies that environmental education practitioners have to

be able to develop environmentally literate citizens who would be

able to identify and participate in solving environmental crises

and to reorient education towards sustainable development. As

Wagiet (2002:29) mentions, the competence and confidence of

environmental education practitioners are crucial for successful

implementation and this reiterates the importance of INSET

programmes. The capacity of teachers has to be enhanced to

enable them to implement environmental learning in an outcomes-

based manner, to help learners become environmentally literate

and to enable learners to address environmental problems through

5

active learning, critical thinking and active involvement.

ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT

That there is considerable concern about the state of the

environment is undisputed. Serious environmental problems that

range from familiar issues such as pollution, loss of

biodiversity due to land degradation and waste management are

experienced worldwide and environmental education is seen to be a

key response to these problems (United Nations 1977; United

Nations 1992; United Nations Educational, Scientific and Cultural

Organisation 1997). As a signatory to these international

conventions, the South African government has committed itself to

address the environmental crisis locally through education.

Environmental degradation is undoubtedly linked to poverty and

inequity and these have to be confronted to reduce negative human

impact on the environment. Education is central to improving

quality of life, eradication of poverty and reducing inequalities

- sentiments that are central to the revised National Curriculum

6

Statement (South Africa 2002).

Education for sustainable development is a complex interaction of

social, political, economic, cultural and ecological dimensions.

In addition, global policy statements and principles have placed

a heavy responsibility on environmental education to facilitate

the transformations needed for sustainable living (Chenje

1999:22). Of necessity, environmental education is multifaceted

and multidimensional. It deals with a body of multi-disciplinary

knowledge; a wide range of environmental experiences and a range

of methods and processes for taking action to improve and sustain

the environment (Environmental Education Curriculum Initiative

1999:5). Given the complexity of sustainable development, it is

evident that the approach to teaching environmental education

should be that it is not simply a subject, but an area of focus

with goals driven by a mission to produce a responsible

citizenry; it needs to see the interrelatedness of different

issues causing the environmental problem (Mabunda 2000: 3.4.3).

This calls for an active learning process which empowers learners

7

and communities to resolve environmental issues and risk; to

prevent environmental degradation and to support sustainable

living (Environmental Education Curriculum Initiative 1999: 6).

When a socio-constructivist view of the environment and its

issues is taken, it can be argued that community members, and

particularly those who hold prominent positions (such as

educators) in the community, have a responsibility to facilitate

the social-environmental change alluded to above. Socio-

constructivism ... Asees consensus between different subjects as

the ultimate criterion to judge knowledge. >Truth= or >reality=

will be accorded only to those constructions on which most people

of a social group agree@ (Heylighen 1993:2). Consequently, Athe

primary emphasis is on discourse as the vehicle through which

self and the world are articulated, and the way in which

discourse functions within social relationships@ (Gergen 1999:

60). In the rural communities where the environmental education

INSET workshops have been held, there are diverse opportunities

for discourse and community-centred and needs-driven involvement

8

in addressing environmental issues. Such mediation generally

leads to the empowerment of the community and the introduction of

the principle of sustainable living. Teachers can play an active

role in addressing prevailing environmental concerns in their

communities, but to be able to do so they need the necessary

competencies and skills to raise environmental awareness of

learners and the broader community. The series of workshops

offered in the provinces mentioned attempted to do just that, but

to be effective, it was necessary to assess these INSET efforts

so as to address the perceived shortcomings and build on

perceived strengths.

METHOD

Subjects

The subjects involved in the survey reported in this article

attended workshops that were held in rural areas of Mpumalanga

and Limpopo Province over a period of one year. The venues were

the Giyani Science Centre in Giyani, the Mhala Science Centre in

9

Thulamahashe and the Shingwedzi College of Education in

Malamulele. The number of participants at each of the workshops

was limited to 20 to ensure maximum interaction by participants

and to provide opportunity for individual attention. The

majority of the workshop participants were primary school

teachers from schools in the surrounding areas.

Questionnaire

A questionnaire was completed by participants at the close of

each of the workshops. The questionnaire aimed at determining the

participants= perception of the organisation and presentation of

the workshop and consisted of two parts. In the first,

participants graded their opinions on a five point numerical

rating scale ranging from >unsatisfactory= to >most

satisfactory=. All responses that were highly positive scored 5

and scores of 4, 3, 2, and 1 represented the spectrum of possible

responses, with 1 being highly negative. The scores were

totalled and expressed as a percentage of the maximum positive

score. In the second part open-ended questions were posed which

10

provided participants with the opportunity to add personal

opinions. The questionnaire is included as Appendix 1.

After each of the workshops, the responses to the questions were

analysed and reviewed by the workshop presenter with the purpose

of improving the structure and content of the next series of

presentations. Consequently, the mode of presentation,

organisation and focus of subsequent workshops were adapted in

accordance with the participants= observations, recommendations

and requests.

RESULTS AND DISCUSSION OF RESULTS

The results of the first part of the survey are set out in Table

I. This data represents averages of the surveys undertaken at

each centre.

An overview of the responses to the first part of the

questionnaire suggests that the participants were generally

satisfied with the presenter=s degree of preparedness (95%);

11

enthusiasm (95%) and the opportunity for participants to get

involved through participant interaction (95%). The respondents

further indicated that, on average, the outcomes of the workshop

were clear (94%) and that as participants they were satisfied

with the presenter=s knowledge and experience of environmental

education (94%). The workshops were generally considered as well

organised (93%) and participants were satisfied that there was

adequate opportunity for interaction and participation (93%).

The relevance of the workshop content was scored the lowest on

average (88%). This can possibly be attributed to the fact that

environmental education does not form part of the formal

curriculum as a learning area or school subject.

If the data of the Giyani Centre is considered separately, it

appears as though the presenter=s degree of preparation and

knowledge and experience of environmental education were not

rated as highly when compared to the surveys of other two

centres. The possible reason for this could be contributed to

the fact that the very first round of workshops were held at this

12

centre and that the subsequent improvements on the programme had

the desired effect.

The second section of the questionnaire required participants to

indicate which aspects of the workshop they enjoyed most, which

were least enjoyed and what recommendations they would make to

improve the efficiency of the workshop. They were also asked to

indicate whether a follow-up workshop was desired and what should

be included if so requested.

A review of the responses indicates that there was much

similarity in the feedback provided by participants at each of

the venues. Consequently, the responses have been commented on

collectively.

Positive critique

Positive critique expressed was that participants thoroughly

enjoyed the workshops, with many indicating the desire for the

workshops to be extended to at least 3 to 5 days. The practical

13

activities were rated highly and the fact that participants were

provided with handouts and workbooks for future reference and for

ideas for their own teaching, was greatly appreciated. Teaching

techniques demonstrated by the presenter and workshopped by the

participants were found to be significant. Participants also

appreciated the guidance provided in the preparation of learning

programmes and teaching in a cross-curricular manner. The

communicative and interactive approach used by the presenter in

dealing with these matters was commended. Discussions which

sensitised participants to environmental issues were found to be

enlightening and instructive.

Negative critique

Negative critique alluded to the fact that the timing of the

workshop was, in the case of Giyani where the first workshop was

held, inopportune since school learners were preparing for

examinations and teachers had been withdrawn from the schools to

attend the workshop. Some criticised the amount of time spent on

theoretical aspects and believed that more time should have been

14

spent on practical activities. It was also felt that more time

should have been devoted to discussing actual environmental

issues that were experienced by the various communities. Other

aspects raised that are beyond the control of the presenter were

the standard of the catering and of the accommodation.

Recommendations from participants for improving the workshop

programme

Recommendations for improving the programme included lengthening

the duration of the workshop; providing longer breaks between

sessions; providing policy documents which teachers in remote

areas have difficulty in obtaining; providing participants with

the manuals prior to the onset of the workshop to enable

participants to prepare in advance; discussing local

environmental issues in greater detail; providing participants

with instructional media; inviting more than one teacher

representative from each school in the area and encouraging the

principals of the schools targeted in the initiative, to attend

the workshop; and giving formal recognition C academic credit C

15

for having attended the workshop. Other issues which were

mentioned included visits to schools to guide teachers in their

day to day teaching situations.

Desirability of follow-up workshops and content requests

All the participants at the Giyani and Mhala workshops indicated

that follow-up workshops were desired while 90% of the Shingwedzi

participants indicated that a follow-up workshop would be

appreciated. The need for guidelines to address environmental

problems in communities was reiterated with numerous requests for

tutorial matter and instructional resources that will enable

teachers to promote discussion of environmental concerns in the

classroom and the community at large.

CONCLUSIONS AND RECOMMENDATIONS

An analysis of the data profiled in the questionnaire, makes it

possible to determine the effectiveness and tenability the INSET

programmes provided to meet the original aims of conducting the

16

workshops namely to introduce teachers in rural areas to the

essence of environmental education and to the role that formal

environmental education can play to sensitise learners and enable

community members to resolve environmental problems experienced

in the community and so support sustainable living.

Participants= common desire for presenters to provide

environmental education teaching material, teaching aids and

developed learning programmes ready for implementation suggest

that teachers perceived themselves to be too inexperienced to

meet the demands of the new curriculum and that they were

reluctant to take the initiative in introducing new concepts and

approaches to their teaching. This observation is supported by

the findings of the Review Committee which was tasked with

reviewing the implementation of Curriculum 2005 throughout the

country. The Committee reported that although there was

overwhelming support for the principles of outcomes-based

education and Curriculum 2005, its implementation has been

confounded by inadequate orientation, training and development of

17

teachers and the provision of learning support materials (Review

Committee Report 2000).

The criticism expressed by various participants that insufficient

time was devoted to discussing local environmental issues

experienced in their communities, indicates an inherent awareness

and a desire to address meaningfully environmental problems faced

in individual communities. The premise that individuals have a

responsibility towards contributing to the improvement of the lot

of the broader community of which they are part, is supported by

this outlook.

It is consequently recommended that future INSET programmes

follow the same principles of organisation and presentation yet

adopt a more participative approach when deciding on content and

themes to be discussed and that the logistics related to the

timing of the workshops be negotiated with the role players.

Although this is a case study report and the findings cannot be

generalised, the participants= perceptions of, and

18

recommendations for improving INSET opportunities, could guide

similar INSET initiatives.

CLOSING COMMENTS

Teachers in these rural areas admit that they often feel

frustrated by the fact that their isolation interferes with their

chances of being targeted by the education department initiatives

for support and INSET programmes aimed at helping them meet the

new educational demands. Prompt action by those whose expertise

lies within this field is imperative since it is of cardinal

importance that the already notably demoralised body of teaching

professionals be empowered to take up their positions in a

dedicated and skilled national teaching corps.

Presenting these workshops was an inordinately rewarding

experience. The enthusiasm of the participants to participate in

the proceedings and to contribute to the workshop experience was

overwhelming. The gratitude expressed by participants was

humbling and made one aware of with how little these teachers

19

have to make do. All the more reason to applaud those who take

the initiative to meet the challenge of attempting to involve

themselves and their learners in improving the status of the

environment in such dire circumstances.

BIBLIOGRAPHY

BAGWANDEEN, D.R. & LOUW, W.J. (1993) The theory and practice of

in-service education and training for teachers in South

Africa (Pretoria, Van Schaik).

CHENJE, J. (1999) Enabling EE through EE policy and strategy

processes in the SADC region. Proceedings of Environmental

Education Association of Southern Africa Conference

(Grahamstown, Environmental Education Association of

Southern Africa).

ENVIRONMENTAL EDUCATION CURRICULUM INITIATIVE (1999). Discussion

document of the Teacher Education Working Group: Enabling

environmental education processes in teacher education.

GERGEN, K.J. (1999) An invitation to social construction (London,

20

Sage Publications).

HARTSHORNE, K.B. (1992) Crisis and challenge - Black education

1910-1990 (Cape Town, Oxford University Press).

HEYLIGHEN, F. (1993) Epistemology, introduction. Principia

Cybernetica. Retrieved June 1996 from

http://pespmc1.vub.ac.be/EPISTEMI.html.

LOTZ-SISITKA, H.H. & RAVEN, G. (2001) Active learning in OBE:

Environmental learning in South African schools. Research

report of the National Environmental Education Programme -

GET Pilot Research Report. (Pretoria, Department of

Education).

MABUNDA, K. (2000) An issue-based approach as a strategy for

integrating environmental education in all learning areas,

in: Educating for Socio-ecological change (Grahamstown,

Rhodes University).

MORANT, R.W. (1981) In-Service Education within the School

(London, George Allen & Unwin).

REVIEW COMMITTEE REPORT. (2000) A South African curriculum for

the twenty first century: a Report by the Review Committee

21

(Pretoria, Government Printers).

SIDDIQUI, M.A. (1991) In-service teacher education (New Delhi,

Ashish Publishing House).

SOUTH AFRICA. (1999) Department of Education and Training -

Tirisano: Working together to build a South African

Education and Training system for the 21st Century

(Pretoria, Department of Education).

SOUTH AFRICA. (2002) Department of Education and Training:

Revised National Curriculum Statement (Pretoria, Government

Printer).

UNITED NATIONS. (1977) United Nations Intergovernmental

Conference on Environmental Education (Tbilisi, UNCED).

UNITED NATIONS. (1992) United Nations Conference on the

Environment and Development: Promoting education and public

awareness and training. Agenda 21 (Rio de Janeiro, UNCED).

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION

(UNESCO). (1997) Environment and Society: Education and

public awareness of sustainability (Thessalonika, UNESCO).

WAGIET, R. (2002) Environmental Education: Integral facet of

22

South Africa=s curriculum, in: The long walk to

sustainability - a South African Perspective. (Johannesburg,

IHS South Africa).

TABLE I: Percentage (%) of maximum positive score of participants

at the various centres on aspects of INSET workshops

Aspect of the workshop

that was assessed

Giyan

i

(%)

Thulama-

hashe (%)

Malemulel

e

(%)

Averag

e

(%)

Organisation of the

workshops

92 92 95 93

Clarity of the outcomes of

the workshops

88 98 95 94

Presenter=s degree of

preparation

89 98 97 95

Presenter=s knowledge and

experience relating to the

89 96 97 94

23

topic

Presenter=s enthusiasm 94 96 94 95

Effectiveness of

communication to groups

91 95 92 93

Opportunity for

participant interaction

and participation

97 94 95 95

Relevance of workshop

content

88 87 88 88

24

Appendix 1

INSET WORKSHOP EVALUATION FORM

DATE: .......................................

CENTRE:..................

...................Dear ParticipantWon=t you please complete this evaluation form so that the presenters andcompilers of the programmes can improve and enrich the programme forpresentation to other groups like yourselves? Your inputs and suggestions willbe very helpful to us. Your responses are anonymous, so please feel welcome toexpress yourselves freely.

PLEASE INDICATE YOUR RESPONSE ON A SCALE OF 1-5 (1=UNSATISFACTORY 5=MOST SATISFACTORY).

1 How well was the workshop organised? 1 2 3 4 5

2 Were the outcomes of the workshop clear? 1 2 3 4 5

3 How well had the presenter prepared him/herself? 1 2 3 4 5

4 How good was the presenter=s knowledge and experience ofthe topic?

1 2 3 4 5

5 How would you rate the presenter=s enthusiasm regarding thepresentation of the course?

1 2 3 4 5

6 How effectively was the content communicated to the group? 1 2 3 4 5

7 To what extent were course participants given theopportunity to become actively involved in thepresentation?

1 2 3 4 5

8 What is the degree to which you will be able to apply thecourse content to your field of work?

1 2 3 4 5

General evaluation:Please indicate which aspects of the course you found most useful.............................................................................................................................................................................................................................................................................................................

Indicate which aspects of the course were found to be unsatisfactory.............................................................................................................................................................................................................................................................................................................

What would you recommend should be done to improve the programme?............................................................................................................................................................................................................................................................................................................

Would you like to have a follow-up on this course at a later date?......................................................................................................................................................

If YES, what would do you think should be included in the follow-up course?......................................................................................................................................................