Initiatives in Schools to Promote Environmental Education Programmes: A case Study of Muden Schools

Promoting Environmental Education Programmes:

Abstract

This paper examines the extent to which the curriculum, implemented in rural schools, is geared towards the sustainable and thorough integration of Environmental Education. This paper evaluates topics taught in sampled schools in rural KwaZulu-Natal to determine the perceptions of the participating educators and the challenges they face in this regard. The researcher employed a qualitative case study approach to examine the topic in a natural setting, by gleaning the views of the study participants. Purposive sampling was used to sample learners and teachers in Muden schools. The study employed social learning theory and social constructivism to guide the data analysis and interpretation. Three primary schools were sampled for observations, document analysis and interviews. The sample size comprised three Natural Science (NS) teachers of Grade 7s for face-to-face interviews, while 18 Grade 7 NS learners participated in focus groups. The findings of this study revealed that there are a number of activities which schools conduct in unique ways, to ensure the delivery of education for sustainable development. As the findings showed, teachers are innovative in integrating Environmental Education in lessons, and in extracurricular activities aimed at enhancing environmental awareness. The study revealed not only the practices implemented, but also the challenges confronting teachers and learners when it came to Environmental Education in the primary school context. Based on the findings, the researcher made recommendations for the broad implementation of Environmental Education as a subject.