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Issues and challenges regarding environmental education policy implementation
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Transcript of Issues and challenges regarding environmental education policy implementation
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: [email protected]
Prof Johanna G FerreiraDepartment of Further Teacher Education
University of South AfricaPO Box 392
UNISA 0003
SOUTH AFRICA
e-mail: [email protected]
* 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
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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
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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
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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%);
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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
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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?......................................................................................................................................................