Abstract
This study focuses on the lack of support services necessary to implement Environmental Education, in the Nsami Circuit, Limpopo Province. The aims of the study were, firstly, to investigate how teacher’s needs are neglected and how retraining of teachers is being relegated. Secondly, if Environmental Education were introduced in schools, to investigate the possibilities that it would create with regards to an awareness of local environmental issues. Thirdly, when projects are initiated at schools, to investigate the benefits to both teachers and learners. Lastly, to investigate the assumption that for any implementation of Environmental Education to be effective, teachers’ needs should taken care of, in terms of training through workshops as a way of helping them to adapt accordingly.
An extensive literature review was undertaken to examine core areas of Environmental Education and the current curricula to establish where the emphasis of Environmental Education lay. The theoretical framework constructed from the review concluded with the premise that the issue of Environmental Education is of immense importance as reported in the NEEP-GET Project.
The study, to investigate the essence and intensity of frustrations teachers’ experience in offering Environmental Education in South African schools, recommends that the Department of Education should treat the issue of training teachers through in-service training, seminars, workshops and other means a priority if effective and successful teaching and learning of Environmental Education is to be experienced.
Prof. H. G. van Rooyen