EVALUATING ENVIRONMENTAL EDUCATION’S ROLE IN ENHANCING AWARENESS IN SECONDARY SCHOOLS – A CASE OF SELECTED SCHOOLS IN SOLWEZI DISTRICT By Andrew Tomz Mutobo 66511016 A project Report Submitted in Partial Fulfilment of the Requirements for the Degree of Bachelor of Environmental Studies School of Agriculture and Natural Resources Disaster Management Centre
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EVALUATING ENVIRONMENTAL EDUCATION’S ROLE IN ENHANCING
AWARENESS IN SECONDARY SCHOOLS – A CASE OF SELECTED SCHOOLS
IN SOLWEZI DISTRICT
By
Andrew Tomz Mutobo
66511016
A project Report Submitted in Partial Fulfilment of the Requirements for the Degree of
Bachelor of Environmental Studies
School of Agriculture and Natural Resources
Disaster Management Centre
August 2015
DECLARATION
I, Andrew Tomz Mutobo, declare that the dissertation hereby submitted is entirely my own
work and has not been submitted for any Degree, Diploma or any other qualification at
Mulungushi University or any other University.
DEDICATION
I dedicate this work in appreciation to my God and family; my parents Dr. Andrew Tom
Mutobo and Luwi Kamusaki Kamwandi, my siblings Ntulukila, Chibanda and Kumiwe
Mutobo for their unwavering support and firm foundation in me. Without you getting to
where I am today was just going to be a fallacy. I thank you for your love and support.
ACKNOWLEDGEMENT
My heartfelt gratitude goes to my supervisor Dr. A. Phiri for his tireless effort in providing
guidance to make this study possible. His patience and timely constructive criticism helped
me to do the work correctly. Many thanks go to all respondents that participated in providing
data for this study, without them the research was not going to be possible.
I would also like to thank all my classmates for providing objective criticism during the
study.
All Glory unto God.
TABLES
ACRONYMS AND ABBREVIATIONS
ABSTRACT
INTRODUCTION
The main purpose of the study is to evaluate the role played by Environmental Education
(EE) in Secondary Schools in enhancing environmental awareness amongst teachers, pupils
and surrounding communities. An evaluation of whether EE in secondary schools has any
transformative impact on teachers, pupils and the surrounding communities will be done
through observation of how immediate and surrounding school environment is maintained,
use of qualitative and quantitative research methods to collect and analyse data to establish
whether EE enhances environmental awareness amongst teachers and pupils in secondary
schools.
BACKGROUND
Environmental issues have become major concerns in all spheres of life and hence their
discussion in politics, economics and in the streets. Humans have exploited the environment
and this is evident everywhere. The effects of environmental degradation and climate change
have not spared Zambia from the rest of the world. Concerns over environmental problems
have meant greater support for an educational approach that not only considers immediate
environmental improvements as an actual goal but also addresses education for sustainability
in the long run.
Environmental Education is seen as the main way of redeeming from this decadence as it
promotes environmental literacy among citizens on matters directly affecting their lives so
that they can make knowledge-based, environmental sound decisions and actively participate
in improving local, national and global environmental conditions. On the same hand
(EETAP, 2000) alludes to the fact that environmental education builds up the environmental
scientific and technological knowledge and skills for the future work-force and prepares
students in higher education for environmental related careers.
The Tbilisi Convention recognized environmental education as a successful tool in the
making of individuals and communities understand the complex nature of natural and built
environments resulting from the interaction of their biological, physical, social, economic and
cultural aspects. (UNESCO, 1997) argues that aware that everyone is aware of the impact of
environmental problems in that, we smell them in the air, taste them in water, see them in
more congested living spaces and blemished landscapes, read about them in the newspapers
and hear about them on the radio and television.
Environmental Education is a process aimed at developing a world population that is aware
of and concerned about the total environment and its associated problems, and which has the
knowledge, attitudes, motivations, commitments and skills to work individually and
collectively towards solutions of current problems and the prevention of new ones
(UNESCO, 1987). It has the potential to create feelings of ownership and empowerment by
offering direct, hands-on experiences for its participants. Active participation focusing on
environmental issues and their resolution gives first-hand experience and understanding about
the environment and develops the skills to actively study and protect it.
According to the Environmental Education and Training partnership (EETAP, 2000), EE
encourages citizens to make knowledgeable and informed decisions about their
environmental behaviour based on the awareness, knowledge, skills and attitudes instilled in
them through learning. Additionally, since learners benefit from an array of non-traditional,
multiple intelligences such as naturalistic, interpersonal or intrapersonal, environmental
education can be a strategy that bridges many learning styles to enhance sustainable
development (EETAP, 2000).
Zambia through the Ministry of Education (MoE) has set among other goals, to produce a
learner capable of participating in the preservation of the ecosystem in one’s immediate and
distant environments (GRZ, 1996). In view of this, the Ministry of Education through the
Curriculum Development Centre (CDC) has integrated EE in secondary curriculum as a cross
cutting issue in subjects such as Biology, Food and Nutrition, Chemistry, Civic Education
and Mathematics (GRZ, 2001). Extra Curricula activities like Preventive Maintenance,
Production Unit and Conservation Club activities are deemed practical ways of
environmental education orientation.
Zambia’s National Policy on Education (Educating Our Future) (GRZ, 1996), recognizes
that good pupil, community and societal health is dependent on a healthy environment. As a
result, the Ministry of Education reintroduces pupil’s school and community environmental
programmes and corporate closely with agencies that work to improve the nutritional, health,
sanitary and environmental health status of communities to which school pupils belong.
Furthermore, the Ministry of Education also works closely with the Ministry of Health and
Tourism, Environment and Natural Resources as well as other national and international
agencies in promoting the health the health and well-being of the pupil’s immediate and
global environment (GRZ, 1996). It is against this background that the Government of
Zambia through the Ministry of Education integrated EE in formal education sector
consequently the need to evaluate its role in enhancing environmental awareness in selected
schools in Solwezi District.
PROBLEM STATEMENT
Even though Environmental Education in Zambian secondary schools is still in its infancy,
Laver et al, (1993) argued that we have had environmental education for over twenty years
but environmental crises keep getting worse than before. Similarly, Zambia’s natural
resources are in grave danger of irreparable damage due to pollution, population growth,
resource depletion, habitat and biodiversity loss (ECZ, 2001). No society can survive if its
natural resources are rendered unfit for use by its people, hence the only hope of salvaging
this grave situation is by making the young aware that they need to proactively begin to
protect the environment they will inherit (SADC, 2005).
As the population continues to grow, enrolment in secondary schools also increases
tremendously. This population has access to education that encompasses environmental
education yet has also contributed to adverse effects on most school environments. The waste
generated in boarding schools from dining has, sick bays and hostels is mainly disposed in
dug pits without regards to their ability to decomposition. Indiscriminate waste disposal and
poor waste management practices and vegetation maintenance, drainage blockages and poor
sanitation in most school pose threats to the environment.
All these environment issues are indicators of the lack of environmental awareness, poor
environmental management practices, negative environmental attitudes and misplaced
environmental values amongst teachers and pupils hence the reason that the study’s main aim
is to evaluate the role played by environmental education in secondary schools in enhancing
environmental awareness.
AIM
The aim of the was to evaluate the role of environmental education in enhancing
environmental awareness in secondary schools, particularly selected school in Solwezi
District.
OBJECTIVES
1. To identify any environmental activities provided in selected secondary schools
2. To assess the impact of environmental education activities by teachers and pupils on
the environment in secondary schools
3. To provide and suggest where need be environmental education activities that could
enhance environmental awareness in secondary schools
RESEARCH QUESTIONS
1. What environmental education awareness activities are provided for in the selected
secondary schools?
2. What is the impact of environmental education activities by teachers and pupils on the
environment in secondary schools?
3. Will there be need to provide or suggest environmental education activities that could
enhance environmental awareness in selected secondary schools?
HYPOTHESES
Null Hypothesis – Environmental Education is not enhancing environmental awareness
amongst teachers and pupils in secondary schools.
Alternative Hypothesis – Environmental Education is enhancing environmental awareness
amongst teachers and pupils in secondary schools.
RATIONALE
The study will exemplify how EE in secondary schools enhances environmental awareness
and provide more insight on how the existing environmental education programmes can be
made more effective. Additionally, it will help the Ministry of Education through the
Curriculum Development Centre, school based environmental or conservation clubs and
Non- Governmental Conservation Organizations to assess the need for continuous provision
of environmental education in secondary schools in order to develop a population that is
aware and concerned about the total environment and how to deal with its associated
problems.
LITERATURE REVIEW
The world’s first intergovernmental conference on Environmental Education was held in
1977 and was convened in Tbilisi, Georgia. One of the aims of environmental education as
recommended in the conference was to succeed in making individuals and communities
understand the complex nature of the natural and built environments resulting from the
interaction of their biological, physical, social, economic and cultural aspects, and acquire the
knowledge, values and practical skills to participate in a responsible, effective way in
anticipating and solving environmental problems, and in management of the quality of the
environment. This educational practice calls for transformation of society. The shift in focus
of education can only be realized if schools aim to transform the learners they are in charge
of, as well as the communities that they serve.
The Belgrade Charter recognizes the formal education sector as one of the major categories
of the audiences for Environmental Education. Secondary schools are among the audiences
that should be recipients of this form of education. Recommendation 96 of the Stockholm
Conference on the Human Environment called for the development of environmental
education as one of the most critical elements of an all-out attack on the world’s
environmental crisis. Within this context, the foundations must be laid for a word-wide
environmental education program that will make it possible to develop new knowledge and
skills, values and attitudes, in a drive towards a better quality of environment and indeed
towards a higher quality life for both present and future generations.
Since environmental education is considered as a core value in education by the international
community, there is need to contemplate whether environmental education in secondary
schools brings about the desired transformative social change.
Environmental Education being a debatable concept among different groups of people has
evolved since its inception. According to White, (2004), environmental education is an
interdisciplinary and holistic form geared towards action and change, which promotes the use
of participatory learning, learning by doing and action based methodologies. Shava (2003)
noted that, environmental education includes the varied learning processes that provide
opportunities for people to acquire knowledge, skills and attitudes that enable them to act
within their community in an environmental friendly responsible way. The two definitions
above show, that environmental education is a process, an unending series of activities or
interactions between learners, educators and the larger community, which provides
opportunities for learners to find out and share environmental information.
Huckle, (1991) identifies three characteristics of education for the environment; firstly, there
is a shared speculation with pupils on those forms of technology and social organization that
enable people to live together in harmony, as people and, with the natural world; secondly,
environmental education is seen as a form of praxis in which teachers and pupils seek to
democratically transform society through reflectively constructing and re-constructing their
world and thus thirdly, developing critical and active citizens who are able to bring about the
transition to sustainable development. The underlying assumption being that environmental
must empower learners.
METHODOLOGY
This context highlights methods applied in carrying out the research study. It includes the, the
research design, study area, research instruments, the target population and sampling
procedure as well the analysis of data. To achieve objectives of the study, the section
epitomises on different strategies employed.
Research Design
According to Muzumara (1998), research design is defined as the organization, plan, or
procedure by which an investigator intends to research questions. The need for a research
design and methodology that allows for interaction with research participants in a natural and
unobtrusive manner in order to get in-depth data was cardinal for the research study process
of generating answers to research questions.
Study Area
The case study was conducted in Solwezi District in the North-Western Province of Zambia.
The area was chosen because the researcher lived in Solwezi. Therefore it was easy to get to
the targeted schools. Solwezi is the provincial Capital of North-Western province and has a
total of 12 Secondary Schools with enrolment of 8,012 pupils (MoE, 2015).
Target Population
The target population of this study comprised of one Official from CDC, 30 teachers and 200
pupils from secondary schools in Solwezi District. Table 1 below depicts the composition of
the Study Sample.
Table 1: Composition of the Study Sample
Position of Respondent Total Number of Respondents
Secondary School Teachers 30
MoE (CDC Official) 1
Secondary School Pupils 148
TOTAL 179
Source: Field Data (2015)
Information in Table 1 shows that out 7 Secondary schools that were sampled, 30 secondary
school teachers and 1 CDC Official were interviewed while 180 pupils were respondents of
self-administered questionnaires.
Data Collection
Data collection was done through self-administered questionnaires to pupils and conducting
interviews with key informants.
Primary Data Collection
Primary data for the study was solicited from pupils through self-administered questionnaires
and interviews were conducted with Key Informants such as an Official from Curriculum
Development and Teachers.
Journals, published books, school environmental assessment reports and research concerning
EE in secondary schools by scholars were reviewed in order to understand the integration of
EE in the secondary school curriculum and how this integration contributes to enhancing
environmental awareness amongst teachers and learners.
Physical Observation
The study involved observation of how the immediate and surrounding school environment
was maintained. Maintenance of vegetation and waste management practices at selected
schools gave an insight on how EE enhances environmental awareness amongst teachers and
pupils.
Sampling
Simple Random Sampling Method was used to select 7 secondary schools used as
representative samples from the total Twelve (12) secondary schools in Solwezi District.
Data Analysis and Presentation
Collected data was processed, analysed and presented using Statistical Package for Social
Sciences (SPSS) and Microsoft Excel used to present the information in form of graphs with
percentages respectively.
RESULTS/ FINDINGS
Under this context, findings of the study on Environmental Education’s role in enhancing
awareness amongst pupils are presented. Firstly, findings from the MoE are presented,
followed by those from secondary school administrators and teachers as well as those from
pupils. The context also includes comparisons of the findings among government and private
schools.
Ministry of Education’s Position on Environmental Education’s role in enhancing awareness
in Zambian Secondary Schools
This category comprises of a respondents from CDC under the MoE. One official member
consisted of a Curriculum Development analyst. An interview schedule was used to solicit
information from the CDC official (Check Appendix for details).
Definition of Environmental Education and its role in enhancing awareness
Among other items on the interview schedule was to inquire on the definition of EE. The
question was aimed at finding out the respondent’s understanding of the term “Environmental
Education”. According to Sinkala (2015), he defined EE as “education that focuses on and
deals with environmental issues as well as taking care of the environment in order to achieve
sustainable development.” Asked about its role in enhancing environmental awareness, he
responded by stating that “EE instils knowledge in students on how to protect the
environment by making them aware of environmental resources and the need to protect
natural resources for future generations.”
According to the CDC official, EE is integrated in subjects like Geography, Civic Education
and Integrated Science and covers environmental issues such as pollution, deforestation,
sanitation and waste management. Methods used when teaching EE should be in three (3)
fold; Government, Community and Individual levels. At each of these levels schools should
ensure that they work in partnership with recognised Environmental Management Authorities
like ZEMA, Municipal Authority, Ministry of Health (MoH) and MoE and engage in
comprehensive sensitization campaign on environmental issues.
Another item on the interview schedule was aimed at finding out the respondent’s suggestion
on activities that can enhance awareness amongst teachers and pupils. Introducing EE as a
separate subject, tree planting, excursions, forming conservation/environmental clubs, re-
engaging in The Keep Zambia Clean Campaign and sensitization were suggestions made.
Knowledge of Environmental Education in secondary schools by Teachers
50% teachers defined EE as the knowledge about the environment in terms of conserving and
maintaining nature, 16.7% as education to do with environmental issues, 8.3% as learning
that dealt with the environment, 8.3% as education that emphasises on the study of the
environment and what happens and the other 8.4% did not know what EE meant. Findings
are depicted in Figure 2 below.
education to do with the environmental issues
education that emphasises on study of environment and wha happens
knowledge about the environment in terms of conserving and maintaining nature
0 5 101520253035404550
16.7%
8.3%
8.3%
8.3%
50%
8.4%Understanding of EE by teachers
Figure 2: Understanding of EE by Teachers
Response whether EE is offered in secondary schools
Among other questions on the schedule was finding out whether EE was offered selected
secondary schools and 83.3% indicated that EE was offered at their respective schools, 8.3%
indicated that they were not aware if EE was offered and the other 8.3% did not know if EE
was offered at their school. Figure 3 below depict percentages of teachers who responded to
the question.
Yes
No
I do not know
0 10 20 30 40 50 60 70 80 90
83.3%
8.3%
8.4%
Ressponse by teachers whether EE is offered
Figure 3: Response of Teachers whether EE was offered at their school
Teacher response on how EE is offered
One other question on the schedule was finding out how EE was offered in secondary
schools; 75% indicated that EE was integrated in some subjects, 8.3% responded that EE was
only offered in Geography, 8.3% indicated that EE was not offered and the other 8.3%
indicated that they did not know if EE was offered at their respective schools. Findings are
illustrated in figure 4 below.
Integrated in some subjects
I do not know
only offered through Geography
not offered
0 20 40 60 80
75%
8.3%
8.3%
8.3%
Teacher response on how EE is offered in secondary schools
Figure 4: Teacher response on how EE is offered in secondary schools
Environmental activities identified by teachers
Environmental activities provided at schools were key to the case study and hence was one of
the questions on the interview schedule. 50% indicated that classroom learning, 25%
indicated environmental or conservation clubs, 16.7% preventive maintenance and 8.3%
indicated excursions. Results are illustrated in figure 5 below.
environmental/ conservation clubs
excursions
classroom learning
preventive mainenance
0 5 10 15 20 25 30 35 40 45 50
25%
8.3%
50%
16.7%
Activities Identified by Teachers
Figure 5: Environmental activities identified by Teachers
Suggested activities by teachers
Another item on the interview schedule was to find out any activities that teachers would
suggest in enhancing awareness amongst pupils; 33.3% suggested forming environmental or
conservation clubs, 25% sensitization of both teachers and pupils on environmental issues,
planting grass and fruit trees, field trips, role plays, provide education that deals attitude
change towards environment 8.3% respectively and the other 8.3% did not make any
suggestions. Findings are shown in figure 7 below.
form environmental/conservation awareness
clubs
planting grass and fruit trees
role-plays
no suggestions made
0 5 10 15 20 25 30 35
33.3%
25%
8.3%
8.3%
8.3%
8.3%
8.3%
Suggested activities by Teachers
Figure 7: Activities suggested by teachers to enhance awareness amongst pupils
ENVIRONMENTAL EDUCATION AND AWARENESS AMONGST PUPILS
Environmental or Conservation clubs in secondary schools
Another item on the questionnaire was finding out whether there was an Environmental or
Conservation club at selected schools; 53.4% did not know if there was a club at their school,
39.9% indicated presence of a club while 7.4% responded that there was no environmental or
conservation club at their school. Figure 9 below depicts response from pupils.
Figure 9:
Response from pupils on
the presence of
environmental or
conservation club in
school
Activities
undertaken by clubs in secondary schools
Finding out what activities are undertaken by environmental or conservation clubs in schools
was another item on the questionnaire and 39.7% did not know that activities were
undertaken, 25% indicated that no activities were undertaken, 12.2% indicated that cleaning
the school surrounding was the undertaken activity, 9.4% indicated that learning about the
environment was an activity undertaken, 8.1% tree planting and 5.4% indicated that the clubs
do not meet often. Findings are shown in figure 10 below.
learning about the environment
cleaning school surrounding
we do not meet often
no activities are undertaken
tree planting
I do not know
0 5 10 15 20 25 30 35 40
9.4%
12.2%
5.4%
25%
8.1%
39.7%
Activities undertaken by envi-ronmental/conservation clubs in secondary schools
Figure 10: Activities undertaken by clubs in schools
Environmental problems identified by pupils
Among other items on the questionnaire was finding out what environmental problems were
known by pupils and responses were; 29.1% pollution, 12.8% diseases, 11.5% deforestation,