Abstract
D.Ed. (Environmental Education)
The urgency of the issues concerning man's relationship to the natural environment is confirmed by the
large-scale publicity given these issues in the media. This has resulted in a general public awareness of
environmental issues, which is presently reflected by numerous efforts to further stimulate positive
interest in conservation, responsible utilisation of natural resources as well as sustainable living.
Environmental education is the component of education that informs and makes people aware of their
immediate environments. Although the principles and guidelines are set according to international
standards, this issue should urgently and visibly be instilled in the South African society in order for it to
become part of the life-style, value system, social system and education of South Africans in order to
develop and promote environmentally literate individuals. During the past 12 years a process of
transformation affected all spheres of South African society, including education and training.
An outcomes-based curriculum (Curriculum 2005) has already seen many changes and at present a
National Curriculum Statement is in place. It is important for learners to acquire environmental literacy
(knowledge, skills, attitudes and values), as without concerted efforts at life-long learning for
sustainability, South Africa will not be able to become a competitive power in the world, but will face
problems regarding sustainable utilisation of natural resources. This in turn can be to the detriment of
ensuring sustainability for future generations. It is generally accepted that the next generation of
decision makers should be better equipped to not only face environmental issues and problems, but
through the process of education, future generations should appreciate their environment and utilise and
manage it responsibly in order to enable them to provide solutions with a systematic ecological view of
sustainability.
In order to ensure success in this regard, educators in all school phases will need to accept the
responsibility of applying the principles of environmental education and aspects regarding the
environment as indicated in the learning outcomes and assessment standards of the National Curriculum
Statement. In order for this to be successfully implemented, student educators should be thoroughly
trained to present environmental education in schools. This does not only imply a broadening of
educators' knowledge base, but especially the establishment and improvement of their own level of
environmental literacy. Only then will educators be in a position to realise the principles as indicated in
the White Paper on environmental education. With the environment or aspects of the environment
described in the learning outcomes and/or assessment standards of the National Curriculum Statement,
it is clear that environmental education will re-emphasise classic educational principles aimed at
encouraging positive learner attitudes towards the environment. These attitudes can be defined in terms
such as responsibility, concern, inclination towards conservation and sustainability, and awareness and
respect for creation. It is clear that some basic aspects of environmental literacy should be investigated
in teacher training programmes. A cognitive component has long been accepted as a prerequisite for
the existence of any particular attitude while a personal value system is also important...