Abstract
D.Ed.
The general objective of this study is to illuminate the challenges experienced by
educators in the provision of Environmental Education at schools in Curriculum 2005. In order to realize this general aim, the following serve as specific aims: Firstly, to provide a theoretical base for Environmental Education with a view to increasing the understanding of this relatively new discipline. Secondly, to examine and analyse the factors hindering the successful implementation of Environmental Education in schools. Thirdly, to identify and discuss potential solutions. An extensive literature review was undertaken to examine core areas impeding effective teaching of Environmental Education and its emphasis on Curriculum 2005. The investigation included data collection from experienced educators who have been incorporating Environmental Education in their subject teaching. The qualitative research design was utilized. The data collection methods the researcher applied include observation where personal visits were made to schools promoting Environmental Education. Phenomenological interviews were conducted with different individual educators; in schools with more than four environmental educators, focus group interviews were preferred. The data of this research were collected in schools in Gauteng Province through qualitative data collection techniques. The data collected was also analysed, coded, clustered and categorized. The empirical findings of the study were confirmed by using different methods and sources. The main findings indicated that where Environmental Education is well coordinated and all educators are involved, it is carried out in a more effective way compared to schools where Environmental Education is left to one educator and poorly coordinated. The study recommends that Environmental Education should not be left to one committed environmental educator, but that all educators need to be trained to incorporate Environmental Education into their school curriculum.